-tamped  below 


J 


EDITED  BY 

ALFRED  L.  HALL-QUEST 


SUPERVISED   STUDY   IN  AMERICAN   HISTORY 


THE  MACMILLAN  COMPANY 

NEW  YORK    •    BOSTON    •    CHICAGO  •    DALLAS 
ATLANTA    •    SAN    FRANCISCO 

MACMILLAN   &   CO.,  Limited 

LONDON   •    BOMBAY  •    CALCUTTA 
MELBOURNE 

THE  MACMILLAN  CO.  OF  CANADA,  Ltd. 

TORONTO 


SUPERVISED  STUDY 

IN 

AMERICAN  HISTORY 


BY 

MABEL  E.   SIMPSON 

PKINCrPAL   OF   JAMES   WHITCOMB   RILEY   GRAMMAR   SCHOOL 

FORMERLY   IN   CHARGE   OF   SUPERVISED   STUDY   IN 

THE   WASHINGTON   JUNIOR   HIGH   SCHOOL 

EOCHESTEK,    NEW    YORK 


Weto  gatk 

THE    MACMILLAN    COMPANY 
1918 

All  rights  reserved 


Copyright,  1918, 

By  the  macmillan  company. 


Set  up  and  electrotyped.     Published  May,  1918. 


Nortonotj  ^tess 

J.  S.  Gushing  Co.  —  Berwick  &  Smith  Co. 

Norwood,  Mass.,  U.S.A. 


"J> 


So 


MY   MOTHER   AND   FATHER,  WHOSE   GENUINE   INTEREST 
AND   LOYAL   SUPPORT   IN   THIS   AND   OTHER 
LINES   OF   ENDEAVOR   HAVE   BEEN 
A   SOURCE   OF   GREAT   EN- 
COURAGEMENT 


PREFACE 

There  is  probably  no  subject  in  the  curriculum  which 
offers  greater  possibilities  for  the  inauguration  of  supervised 
study  than  American  History.  It  is  generally  conceded, 
however,  that  this  subject  frequently  has  been  as  little  under- 
stood or  enjoyed,  by  the  average  boy  or  girl,  as  any  subject 
studied  in  our  elementary  or  secondary  schools.  Several 
years  ago,  this  fact  became  very  apparent  to  me  in  my  own 
teaching.  Although  the  pupils  in  my  History  classes  ap- 
peared to  be  interested,  I  felt  the  lack  of  real  enthusiasm 
and  pleasure  which  comes  from  a  genuine  interest  in  a  subject. 

After  studying  the  situation  for  some  time,  I  became 
thoroughly  convinced  that  this  lack  of  real  interest  was  not 
so  much  the  fault  of  the  subject  matter,  as  the  manner  in 
which  this  subject  matter  was  presented.  This  conviction 
resulted  in  a  careful  investigation  of  all  conditions  which 
seemed  to  have  a  bearing  upon  the  matter.  It  soon  became 
evident  that  my  pupils  had  no  ability  to  do  independent 
studying.  Their  only  idea  of  study  was  to  memorize  the 
facts  contained  in  the  text.  It  never  seemed  to  occur  to 
them  to  question  statements  or  investigate  points  which  were 
not  clear. 

Since  this  class  was  composed  of  boys  and  girls  of  average 
intelligence,  it  seemed  certain  that  their  lack  of  enthusiasm 
was  the  result  of  their  failure  to  understand  what  they  studied. 


viii  Preface 

This  investigation  proved  to  me  the  necessity  of  endeavoring 
to  teach  these  children  how  to  study.  I  therefore  determined 
to  try  an  experiment.  All  notebooks  and  outlines,  upon 
which  much  time  and  ejffort  had  been  spent,  were  packed 
away,  and  we  began  to  study  together.  We  made  many 
mistakes,  but  in  spite  of  this  fact  the  pupils  found  a  new 
inspiration  and  enjoyment  in  studying  history.  I  wish  to 
pay  a  special  tribute  to  the  first  Eight  A  class  of  boys  and 
girls  who  did  so  much  to  encourage  me  to  make  a  greater 
effort  for  their  sakes.  Our  first  semester  spent  in  attempting 
to  learn  how  to  study  was  one  of  the  happiest  experiences 
during  many  years  of  teaching. 

Much  thought  and  study  have  been  given  to  this  matter  in 
the  years  intervening  since  the  first  crude  attempt.  It  is, 
therefore,  as  a  result  of  these  experiences  that  I  have  been 
persuaded  to  attempt  this  manual.  The  lessons  outUned 
and  the  suggestions  offered  have  been  put  in  as  brief  and 
definite  a  form  as  possible,  in  the  hope  of  giving  teachers 
sufficient  concrete  illustrations  to  enable  them  to  make 
practical  application  of  these  ideas  to  the  ^eeds  and  condi- 
tions existing  in  their  own  particular  classrooms. 

An  earnest  plea  is  herein  made  to  superintendents  of  schools 
and  directors  of  courses  of  study,  for  the  provision  of  a  mini- 
mum requirement  in  History  as  well  as  in  all  other  subjects. 
It  will  then  be  more  possible  for  teachers  to  devote  sufficient 
time  to  instruction  in  how  to  study  the  subject,  without  the 
fear  of  being  unable  to  complete  the  course.  "Training  for 
self-direction"  may  then  become  our  slogan.  This  training 
may  be  accomplished  by  providing  situations  which  demand 
the  recognition  and  solution  of  problems.  Purposive  think- 
ing is  essential  to  the  successful  solution  of  any  problem. 


Preface  ix 

Even  young  children  are  compelled  to  face  situations  which 
demand  purposive  thinking.  Such  thinking  involves  the  rec- 
ognition of  a  problem,  the  collection  and  organization  of 
data,  the  suspension  of  judgment,  making  definite  decisions 
and  the  exercise  of  initiative.  Each  of  these  steps  thus  be- 
comes an  important  factor  for  consideration  in  teaching  chil- 
dren how  to  study.  Mental  development  and  actual  power  are 
found  to  result  wherever  such  methods  of  instruction  are 
employed.  Supervised  study  aims  to  secure  development 
of  this  character. 

I  wish  to  acknowledge  my  great  indebtedness  to  Professor 
Alfred  L.  Hall-Quest,  of  the  University  of  Cincinnati.  His 
enthusiasm  and  generous  support  during  the  inauguration 
of  supervised  study  in  the  Washington  Junior  High  School 
of  Rochester,  N.  Y.,  have  been  a  source  of  continual  inspira- 
tion. As  editor  of  this  series  he  has  read  this  manual  in 
manuscript  form,  and  his  constant  encouragement  and 
valuable  suggestions  have  resulted  in  its  completion. 

Special  thanks  are  due  to  Dr.  Frank  M.  McMurry,  of 
Teachers  College,  Columbia  University,  and  to  Dr.  Lida 
B.  Earhart,  for  the  first  inspiration  to  attempt  definite  in- 
struction in  "how  to  study"  with  my  classes.  To  Professor 
Henry  Johnson,  also  of  Teachers  College,  Columbia  Uni- 
versity, I  am  indebted  for  many  ideas  concerning  the  subject 
of  history,  all  of  which  have  been  invaluable  in  my  teaching 
experience. 

In  addition,  grateful  appreciation  is  hereby  rendered  to 
Mr.  Herbert  S.  Weet,  Superintendent  of  Schools ;  Mr,  Clinton 
E.  Kellogg,  Principal  of  the  Concord  Grammar  School ;  and 
Mr.  James  M.  Glass,  Principal  of  the  Washington  Junior 
High  School,  Rochester,  New  York,  all  of  whom  have  gener- 


X  Preface 

ously  given  counsel  and  direction  during  the  years  I  have 
spent  in  attempting  to  be  of  greater  service  to  the  boys  and 
girls  who  have  been  intrusted  to  my  care. 

Mabel  E.  Simpson. 

Rochester,  New  York, 
February  4,  1918. 


TABLE   OF   CONTENTS 
PART  ONE  — GENER.\L  PRINCIPLES 

PAGE 

Preface .      vu 

Chapter  One  —  Education  Viewed  from  the  Pupil's  Desk  {The 

Editor) I 

Chapter  Two  —  Essential  Factors  in  the  Organization  of  Super- 
vised Study 1° 

Chapter  Three  —  Divisions   of   American   History ;     Units   of 

Instruction  and  Units  of  Recitation iS 

Chapter  Four  — The  Daily  Lesson  Schedule  and  Assignment 

Sheet 26 

PART  TWO  —  ILLUSTRATIVE  LESSONS 
FIRST   SECTION.     SEVEN  B   GRADE 

Lesson  I  —  The  Inspirational  Preview 33 

Lesson  II  —  The  Dawn  of  History  and  Early  Leaders  of  Civiliza- 
tion. Unit  of  Instruction  I.  An  Inductive  and  How  to 
Study  Lesson 37 

Lesson  III  —  The  Dawn  of  History  and  Early  Leaders  of  Civiliza- 
tion {Continued).     An  Inductive  and   How  to  Study  Lesson      45 

Lesson  IV  —  The  Dawn  of  History  and  Early  Leaders  of  Civi- 
lization {Continued).     An  How  to  Study  Lesson      .         .         .52 

Lesson  V  —  The  Dawn  of  History  and  Early  Leaders  of  Civiliza- 
tion {Continued).     A  Deductive  Lesson  ....       58 

Lesson  VI  —  The  Dawn  of  History  and  Early  Leaders  of  Civiliza- 
tion (Conc/z^/etf).     A  Red  Letter  Day  Lesson  ...      63 

Lesson  VII  —  Events   Leading   to   the   Discovery   of   America. 

Unit  of  Instruction  II.     An  Expository  Lesson        ...       67 

xi 


xii  Table  of  Contents 


PAGE 


Lesson  VIII  —  Events  Leading   to   the  Discovery  of  America 

(Continued).     A  Deductive  Lesson 71 

Lesson  IX  —  The  Discovery  and  Exploration  of  America.     Unit 

of  Instruction  III.     i.  The  Discovery.    A  Socialized  Lesson      76 

Lesson  X  —  The  Discovery  and  Exploration  of  America. 
2.  European  Nations  Interested  in  Exploration  and  Coloni- 
zation.   An  How  to  Study  Lesson 82 

Lesson  XI  —  The  Discovery  and  Exploration  of  America, 
2.  European  Nations  Interested  in  Exploration  and  Coloni- 
zation {Continued).    An  How  to  Study  and  Deductive  Lesson      86 

SECOND   SECTION.    SEVEN  A   GRADE 

Chapter  Five  —  The  Evaluation  of  the  Course  of  Study  for  a 

Seven  A  Grade 95 

Lesson  XII  —  The  Colonization  of  America.  Unit  of  Instruction 
IV.  I.  The  Struggle  for  English  Liberty.  An  Inductive 
Lesson 98 

Lesson  XIII  —  The  Colonization  of  America  —  The  Struggle  for 

English  Liberty  {Continued).     An  Expository  Lesson      .         .     102 

Lesson  XIV  —  The  Colonization  of  America.     2.   The  English 

Colonies  in  America.    An  Habituation  Lesson        .        .        .108 

Lesson  XV  —  The  Colonization  of  America.  2.  The  English 
Colonies  in  America  {Continued).  An  Appreciation  and 
Habituation  Lesson 113 

Lesson  XVI  —  The  Colonization  of  America.  4.  Steps  toward 
Self- Government  in  the  Colonies.  A  Review  and  Deductive 
Lesson    .         .         .         .         .         .         .         ,         .         .         .121 

Chapter  Six  —  The  Intercolonial  Wars.     Unit  of  Instruction  V.     126 

Lesson  XVII  —  The  Revolution  of  the  English  Colonists  in 
America.  Unit  of  Instruction  VI.  An  Inductive  and  How 
to  Study  Lesson 128 

Lesson  XVIII  —  The  Revolution   of   the   English   Colonists  in 

America  {Continued).    A  Socialized  Recitation        .        .        -135 


Table  of  Contents  xiii 

TfflRD   SECTION.    EIGHT  B   GRADE 

PAGE 

Chapter  Seven  —  Evaluation  of  the  Course  of  Study  for  an 

Eight  B  Grade 145 

Lesson  XIX  —  The  Critical  Period.  Unit  of  Instruction  VII. 
The  Maliing  of  the  Constitution.  An  Inductive  and 
Socialized  Lesson  146 

Lesson  XX  —  The  Critical  Period.  The  Making  of  the  Consti- 
tution {Continued).    A  Deductive  Lesson       .         .        .        .152 

Lesson  XXI  —  The  Critical  Period.  The  Making  of  the  Consti- 
tution {Concluded).    A  Review  Lesson 157 

Chapter  Eight  —  Current  Events 164 

Lesson  XXII  —  America's  Struggle  for  Commercial  Independ- 
ence. Unit  of  Instruction  VIII.  Events  Leading  to  the  War 
of  181 2.     An  Appreciation  Lesson 172 

Lesson  XXIII  —  The  Slavery  Question.     Unit  of  Instruction  IX. 

An  How  to  Study  Lesson 177 

Lesson  XXIV  —  The      Slavery      Question       {Continued).    An 

Expository  Lesson 183 

Chapter  Nine  —  The    Civil    War.    Unit    of    Instruction    X. 

General  Statement 189 

Lesson  XXV  —  The  Civil  War  {Continued).    A  Socialized  and 

Inductive  Lesson 190 

Chapter  Ten  —  A  Red  Letter  Day  Program        ....     196 

FOURTH  SECTION.    EIGHT  A   GRADE 

Chapter  Eleven  —  General  Statement  concerning  the  Subject 

Matter  to  Be  Studied  in  the  Eight  A  Grade    ....     201 

Lesson  XXVI  —  The  Inspirational  Preview  ....     204 

Lesson  XXVII  —  The  Period  of  Reconstruction.  Unit  of  In- 
struction XI.     An  How  to  Study  Lesson         .        .        .        .211 

Lesson  XXVIII  —  The   Period   of   Reconstruction    {Continued). 

An  Inductive  Lesson 217 


xiv  Table  of  Contents 


PAGE 


Lesson  XXIX  —  The  Influence  of  Transportation  and  Methods 

of   Communication  upon  the  Development  of  the  Nation. 

Unit  of  Instruction  XII.    An  How  to  Study  Lesson        .        .223 
Lesson  XXX  —  The  Influence  of  Transportation  and  Methods  of 

Communication  {Continued).    An  Inductive-Deductive  Lesson  228 
Lesson  XXXI  —  Territorial   Expansion   of   the   United   States. 

Unit  of  Instruction  XIII.    An  Expository  Lesson           .        .  236 

Lesson  XXXII  —  Important  National  Issues.    The  Tariff.    Unit  241 

of  Instruction  XIV.    An  Habituation  Lesson          .        .        .  241 

Lesson  XXXIII  —  An  Examination  Lesson         ....  249 

Appendix 257 

Bibliographies ".        .  269 

Index 273 


PART   ONE 
GENERAL   PRINCIPLES 


SUPERVISED    STUDY    IN 
HISTORY 

CHAPTER  ONE 
Introduction  by  the  Editor 

EDUCATION  \TEWED   FROM  THE  PUPIL'S  DESK 

The  pertinent  question  of  the  day  in  the  field  of  education 
is  —  Should  education  fit  the  child  or  should  the  child  fit  educa- 
tion? Having  evolved  an  increasingly  complex  organization 
should  the  educator  require  all  school  children  to  become  cogs 
in  this  machinery,  mere  numbers  or  names,  halting  or  pro- 
gressing or  dropping  out  according  to  their  educational  fitness  ? 
When  the  questions  are  stated  so  bluntly  it  is  comparatively 
easy  to  reply  in  an  emphatic,  "  No,  of  course  not."  The  child 
is  worth  more  than  machinery.  Educational  plans  must  be 
adapted  to  the  child.  His  individuality  must  have  right  of 
way  throughout  the  school  period,  for  only  by  this  method  can 
he  reach  the  finest  ability  to  adjust  himself  to  the  shifting  de- 
mands of  his  maturity  and  his  social  duties.  If  placed  over 
against  each  other  in  bold  contrast  there  doubtless  is  no  one  who 
would  assign  superior  value  to  a  system  over  that  of  a  child. 

The  contrast,  however,  cannot  be  stated  so  sharply  and  still 
do  justice  to  the  objects  compared.  Organization  or  system  is 
indispensable  in  dealing  with  groups.  Nearly  twenty  million 
children  cannot  be  educated  without  careful  planning,  a  plan- 

B  X 


2  Supervised  Sticdy  in  History 

ning,  moreover,  that  must  ignore  some  of  the  individual  dif- 
ferences inevitable  in  any  group.  All  of  us  must  sacrifice 
something  for  the  larger  social  unit  of  which  we  are  a  necessary- 
part,  and  to  learn  this  lesson  of  social  obligation  early  in  life 
will  make  its  wider  application  later  in  the  child's  develop- 
ment somewhat  less  difficult. 

On  the  other  hand,  it  needs  to  be  emphasized  that  what  is 
being  organized  and  rearranged  is  a  mode  of  educational  pro- 
cedure by  which  each  child  —  the  active  citizen  of  the  future 
—  may  reach  a  level  of  ability  and  a  state  of  cultural  outlook 
most  promising  for  his  fellowmen.  The  educational  output 
must  be,  as  nearly  as  possible,  the  full-rounded  exploration  of 
the  child's  individuahty,  every  important  agency  of  service  in 
his  being  having  been  exercised  and  tested  under  conscientious 
and  intelligent  direction.  The  school  is,  or  ought  to  be, 
the  training  camp  of  the  selectives  in  the  army  of  champions 
of  social  progress.  It  matters  not  what  division  they  may 
enter  on  the  completion  of  their  training.  In  the  school  they 
are  to  be  given  the  preliminary  training  that  will  make  possible 
the  discovery  of  their  peculiar  fitness  for  a  particular  kind  of 
service,  and  also  considerable  development  of  skill  in  carrjdng 
out  the  orders  that  will  be  given  them  in  the  larger  service. 

It  of  course  is  true  that  the  pupil  does  not  leave  school  a 
finished  product,  but  at  the  close  of  his  formal  school  career 
it  is  right  to  expect  that  he  shall  have  achieved  certain  defi- 
nite ends  which  may  immediately  be  converted  into  means 
for  the  establishing  of  a  reasonably  successful  type  of  service. 
The  organization  of  the  school  must  make  this  individual 
attainment  possible  for  every  pupil  who  has  demonstrated, 
under  careful  supervision,  that  he  is  capable  of  being  educated. 
The  child  is  not  a  mere  name  or  a  mere  number  on  the  class- 


Education  Viewed  from  the  PiipiVs  Desk  3 

roll.  He  is  a  young  life,  presumably  valuable  to  society  or  at 
least  potentially  so.  The  tax-payer  supports  the  public  school 
because  he  desires  the  new  recruit  in  the  various  armies  of 
national  life  to  be  well  trained  for  his  work.  Uniformity  of 
training  is  essential,  but  the  fitting  of  each  individual  for  his 
place  in  society  is  no  less  important.  One  without  the  other 
is  incomplete.  Organization  and  individual  development  ac- 
cording to  the  indi\'iduaHty  of  each  pupil  should  go  hand  in 
hand.     The  question  is  not  one  of  superiority,  but  of  equaUty. 

Theoretically  the  foregoing  conception  of  public  school 
policy  appears  sound.  But  theories  must  be  tested.  Educa- 
tion is  a  practical  affair.  Its  idealism  must  be  made  incar- 
nate in  the  flesh  and  blood  of  the  most  effective  form  of  school 
administration.  Now,  how  can  needful  organization  be  main- 
tained and  at  the  same  time  opportunity  be  given  each  pupil 
to  reach  his  level  of  self-direction?  It  is  common  knowledge 
that  there  already  exists  a  variety  of  schemes  providing  for 
individual  differences.  The  elective  system,  for  example,  is 
one  of  these  schemes  that  tend  to  individualize  educational 
procedure.  Various  types  of  promotional  plans,  such  as 
the  Pueblo  and  the  Oregon,  seek  to  give  the  individual  right 
of  way.  Schools  for  supernormal  and  for  subnormal  children 
are  not  uncommon.  Rapid  and  slow  sections  in  larger  schools 
are  adapted  to  the  individual's  rate  of  learning.  In  college 
and  university  the  capable  student  may  graduate  in  less  than 
four  years.  Curriculum  differentiations  provide  for  individual 
differences.  There  is  general  recognition  of  the  justice  of 
allowing  each  learner  to  progress  at  his  natural  rate  of  learning. 

Among  the  types  of  organization  that  aim  to  emphasize 
education  for  the  individual  is  the  general  plan  known  as 
Supervised  Study.     While  the  term  itself  may  be  new,  the 


4  Supervised  Study  in  History 

meaning  is  not  altogether  novel,  for  the  conscientious  teacher 
no  doubt  has  always  made  room  for  the  needful  direc- 
tion of  the  individual's  effort.  There  probably  are  few,  if 
indeed  any,  teachers  who  would  refuse  to  aid  any  pupil  who 
sought  help  honestly  and  discreetly.  Direction  of  study 
takes  place  now  and  then  in  every  school;'  but  supervised 
study  means  much  more  than  the  occasional  direction  offered 
to  pupils  who  request  assistance.  Supervised  study  is  a 
daily  undertaking.  Every  period  of  the  day  is  organized  for 
the  purpose  of  directing  the  details  of  the  learning  process. 
Studying  is  regarded  as  the  working  on  a  job  under  the  direc- 
tion of  the  superintendent  of  the  shop.  Because  educational 
material  is  costly,  because  time  and  Ufe  are  invaluable,  the 
director  of  study  is  engaged  in  the  conservation  of  mental 
effort.  The  hours  wasted  in  ignorant,  haphazard,  discourag- 
ing, and  all  too  often  unsuccessful  home  study  are  spent  in 
class  study  periods  where  a  wise  teacher  directs  the  learning  of 
a  new  assignment  and  reduces  to  an  inevitable  minimum  the 
difficulties  encountered  in  mastering  a  topic  or  a  problem. 

Under  the  organization  of  supervised  study  the  pupil  is 
shown  how  to  study,  and  he  is  supervised  while  he  applies 
the  principles  of  correct  studying.  Precept  and  supervision 
go  hand  in  hand,  as  they  always  should  do,  especially  in  the 
undertaking  of  new  work.  This  of  course  does  not  mean  help- 
ing the  pupil  to  the  detriment  of  his  initiative.  School  super- 
vision of  reading  or  of  writing  does  not  destroy  the  initiative 
of  the  teachers  whose  work  is  supervised.  Criticism  is  not  a 
crutch.  It  is  absolutely  essential  to  success;  and  the  pupil 
is  entitled  to  this  constructive  criticism  while  he  is  working,  for 
only  in  this  way  can  time  be  saved,  effort  be  conserved,  and 
progress  accelerated. 


Education  Viewed  from  the  PiipiVs  Desk  5 

When  supervised  study  is  accepted  as  the  prevailing  method 
of  classroom  procedure  the  general  aim  of  every  period  will  be 
to  reduce  the  time  spent  in  hearing  lessons  and  to  devote  most 
of  the  period  to  the  direction  of  pupils  while  preparing  a  new 
lesson.  This  direction  of  study  includes  the  cooperative  as- 
signment during  which  portion  of  the  period  the  teacher  illus- 
trates how  the  new  lesson  should  be  studied.  The  actual 
studying  of  the  lesson  really  begins  during  the  assignment, 
but  the  intensive  or  silent  study  follows  immediately  upon  the 
cooperative  treatment  of  the  new  work.  Variations  of  this 
general  plan  \^dll  be  made  by  every  ingenious  teacher  who 
seeks  not  to  adopt  but  to  adapt  it  to  the  needs  and  conditions 
of  each  class. 

In  this  volume  Miss  Simpson  describes  in  minute  detail 
one  of  the  variations  in  supervised  study  as  devised  largely 
by  herself  and  employed  for  a  considerable  time.  The  arrange- 
ment of  groups  and  group  assignments  was  evolved  in  cooper- 
ation with  the  editor  of  this  series  and  on  the  basis  of  his  dis- 
cussion in  the  volume  on  Supervised  Study  ^  but  the  details  of 
all  the  group  assignments,  the  planning  of  every  lesson  — 
in  fact  the  entire  contents  of  this  volume  —  have  been 
written  by  Miss  Simpson;  and  to  her  clear  description  of 
what  is  being  done  at  the  Washington  Junior  High  School  of 
Rochester,  N.  Y.,  should  belong  all  the  credit. 

Certain  outstanding  features  of  the  volume  deserve  mention 
in  this  connection. 

1.  It  is  a  description  of  an  actual  method  of  teaching,  not 
what  ought  to  be  done  theoretically,  but  what  has  been  done 
successfully  by  experienced  teachers. 

2.  The  description  is  very  clear.     Both  author  and  editor 

*  Macmillan,  1916. 


6  Supervised  Study  in  History 

have  tried  to  produce  a  manual  that  can  be  understood  by  any 
teacher  unacquainted  with  supervised  study.  Technical  terms 
have  been  defined  carefully.  There  is  considerable  repetition 
of  these  terms  where  euphony  and  literary  style  might  have 
required  synonyms  and  different  kinds  of  sentence  structure. 
To  avoid  confusion  as  much  as  possible  terms  such  as  Units 
of  Instruction,  Minimum,  Average  and  Maximum  Assign- 
ments are  repeated  in  each  lesson. 

3.  The  treatment  is  mainly  suggestive.  It  is  not  expected 
that  the  plans  here  described  could  or  should  be  copied  in 
detail.  Conditions  in  Rochester,  N.  Y.,  may  permit  a  method 
of  teaching  that  circumstances  elsewhere  cannot  allow ;  but 
the  plans  outlined  in  this  volume  can  be  modified  to  meet 
conditions  in  almost  any  Junior  High  School  or  in  any 
departmentalized  Elementary  School.  To  some  extent  the 
procedure  might  be  adapted  to  the  needs  of  the  Senior  High 
School. 

4.  The  author  has  cited  many  comments  by  pupils  under 
her  supervision,  regarding  their  opinions  of  supervised  study. 
These  comments  have  been  allowed  to  retain  the  crudity  of 
undeveloped  style,  but  the  observing  reader  will  find  many  of 
the  quotations  indicative  of  no  little  skill  in  composition. 
A  sufficient  number  of  these  expressions  of  opinion  have  been 
cited  from  the  four  grades  to  show  how  general  was  the  favor- 
able attitude  among  the  pupils.  The  following  summary  of 
these  comments  shows  their  variety  : 

(i)  "We   have    definite    time   for   review,    assignment    and 
study." 

(2)  "More  is  accomplished  in  less  time." 

(3)  "We  work  on  a  schedule." 

(4)  "It  is  more  practical." 


Education  Viewed  from  the  PupiVs  Desk  7 

(5)  "I  have  learned  how  to  use  a  book." 

(6)  "It  requires  the  cooperation  of  the  teacher  and  pupils." 

(7)  "It  seems  like  a  game." 

(8)  "It  teaches  pupils  to  ask  questions." 

(9)  "We  learn  how  to  study." 

(10)  "It  teaches  us  to  be  independent." 

(11)  "It  allows  the  pupils  to  do  research  work." 

(12)  "We  have  the  advantage  of  having  many  different  kinds  of 
books  from  which  to  study." 

(13)  "The  program  on  the  board  tells  us  what  to  do." 

(14)  "It  makes  the  work  easier." 

(15)  "It  saves  home  work." 

(16)  "Socialized  Recitations  enable  each  person  to  express  his 
ideas  and  thoughts  about  the  subject." 

(17)  "It  gives  each  pupU  an  equal  footing  with  other  pupils." 

(18)  "Socialized  Recitations  enable  us  to  see  and  correct  our 
errors." 

(19)  "It  does  not  put  too  much  time  on  one  thing." 

(20)  "It  requires  self-poise  and  self-control." 

5.  Scattered  throughout  the  volume  the  author  explains 
her  reasons  for  the  plan  she  has  followed  in  teaching  history. 
These  explanations  should  prevent  any  inference  that  merely 
superficial  devices  have  been  employed  or  that  the  favorable 
results  in  her  classroom  were  due  not  so  much  to  scientific 
method  as  to  an  enthusiastic  personality. 

6.  The  development  of  the  various  lesson  plans  dififers  some- 
what from  the  theoretical  forms  of  these  lesson  types.  The 
variation,  however,  is  only  that  which  any  teacher  would  find 
necessary  in  the  actual  work  of  the  classroom.  There  is,  as 
a  rule,  a  strong  likelihood  that  principles  and  technic  of  in- 
struction as  presented  in  courses  on  these  subjects  will  need 
considerable  modification  in  a  shifting  variety  of  classroom 
conditions. 


8  Supervised  Study  in  History 

7.  Attention  should  be  directed  also  to  the  frequent  recur- 
rence of  the  Socialized  Recitation.  In  fact  this  type  of  class 
management  predominates,  as  it  should  in  all  school  work. 
Miss  Simpson's  success  was  due  mainly  to  the  employment  of 
this  kind  of  class  organization.  Wherever  the  pupil  is  per- 
mitted to  contribute  to  educational  material  and  to  do  so  in 
his  own  way  (under  proper  supervision)  he  is  likely  to  be  in- 
terested in  the  work. 

8.  It  will  be  observed  that  much  time  in  these  lessons  is 
spent  on  training  pupils  to  use  the  textbook,  to  manage  assign- 
ments in  reference  material,  and  to  construct  worth  while 
notebooks.  Here  we  find  direction  in  what  easily  becomes 
vital  and  independent  studying. 

9.  Special  attention  is  invited  to  the  Examination  Lesson 
at  the  close  of  the  book.  Its  uniqueness  does  not  argue  against 
its  feasibility  or  actual  value  as  a  test.  The  author's  analysis 
of  the  questions,  indicating  the  mental  process  involved  in 
answering  each  of  them,  is  peculiarly  appropriate.  It  is 
another  of  her  careful  statements  of  reasons  for  her  method 
of  teaching. 

10.  A  sufl&cient  number  of  lessons  are  outlined  in  detail  to 
make  it  possible  for  any  teacher  to  apply  the  principles  in- 
volved to  those  which  are  given  in  less  detail.  The  division  of 
the  course  into  Units  of  Instruction  and  Units  of  Recitation 
suggests  what  each  teacher  needs  to  do  in  order  to  obtain  a 
prospect  of  her  term's  work.  The  far-ahead  look  is  important 
if  the  teacher  hopes  to  make  each  day's  work  fit  into  the  large 
and  well-understood  purpose  of  the  course. 

Here  then  is  the  first  volume  in  the  new  series  on  Supervised 
Study  in  the  Various  Subjects.  Other  volumes  will  appear  from 
time  to  time,  each  one  to  be  written  by  some  teacher  who  has 


Education  Viewed  from  the  PitpiVs  Desk  9 

intimate  knowledge  of  this  type  of  teaching.  Methods  of 
deahng  with  supervised  study  will  differ  with  the  respective 
subjects  and  with  each  teacher,  as  well.  Other  teachers  very 
likely  would  supervise  study  differently  from  the  procedure 
described  in  this  book;  but  here  is  one  method  that  has 
awakened  young  pupils  from  lethargy  and  even  hostility,  to  a 
real  enthusiasm  for  the  study  of  history.  By  this  method 
they  were  introduced  to  social  obligations  and  privileges. 
The  instinct  of  play  came  to  the  aid  of  the  instinct  of  curiosity, 
both  of  them  all-essential  in  the  development  of  the  individual. 
When  pupils  say  that  studying  is  "Hke  playing  a  game"  we 
may  smile  with  approval,  in  company  with  the  shades  of 
Rousseau,  Pestalozzi  and  Froebel. 


CHAPTER  TWO 

SUPERVISED   STUDY  — AMERICAN  HISTORY 

Essential  Factors  in  the  Organization  of  Supervised 
Study  in  History 

I,  The  Unit  of  Recitation^ 

This  division  of  any  course  of  study  should  consist  of  three 
functions,  namely : 

1.  The  Daily  Review. 

2.  The  Assignment. 

3.  The  Study  of  the  Assignment. 

Each  of  these  forms  a  vital  part  of  the  work  of  every  period. 
The  treatment  of  the  daily  review  in  the  following  lessons  is  a 
modification  of  the  prevaihng  recitation  as  generally  managed. 
Let  us  now  consider  each  of  the  foregoing  functions. 

II.  The  Nature  of  Each  Part  of  the  Unit 

I.  The  Review.  —  Purpose.  To  recall  the  most  important 
facts  taught  in  the  lesson  of  the  previous  day.  There  are 
two  essential  reasons  why  this  is  necessary :  First,  to  deter- 
mine how  thoroughly  the  class  understands  the  subject  mat- 
ter previously  taught ;  second,  to  use  this  knowledge  for  the 
basis   of   further   instruction.     The    "Re-view"    thus   takes 

^  For  detailed  information  upon  the  unit  of  recitation,  read  "Supervised 
Study,"  by  Alfred  L.  Hall-Quest,  Macmillan  Co.,  1916, 

10 


Factors  in  Organization  of  Supervised  Study        ii 

the  place  of  the  usual  formal  recitation,  and  should  be  that 
portion  of  the  period  during  which  the  pupils  are  given  the 
opportunity  to  view  in  a  new  light  the  most  vital  points  which 
they  have  previously  studied. 

Method.  The  method  of  conducting  the  review  should 
be  as  varied  as  possible.  A  chief  consideration,  however, 
should  be  to  conduct  this  part  of  the  period  in  such  a  manner 
that  the  pupils  will  be  stimulated  to  do  purposive  thinking. 
There  must  be  questions  and  answers,  but  reverse  the  order, 
and  encourage  the  pupils  to  ask  questions  of  the  teacher  or 
of  one  another.  The  teacher  will  then  act  as  a  guide  and 
counselor  rather  than  as  an  interrogator  only. 

A  genuine  love  for  history,  a  thorough  understanding  of 
the  great  events  portrayed,  and  a  realization  of  the  lesson 
each  teaches  will  thus  result  from  the  future  study  of  his- 
tory. The  pupils  must  be  aroused  to  consider  the  study 
with  genuine  interest.  They  will  then  become  alert  to  the 
real,  live  problems  presented.  An  actual  need  for  purposive 
thinking  will  thus  be  created.  Real  thinking  has  been  done 
only  when  the  pupil  has  actually  mastered  the  solution  of  a 
problem  or  question.  This  complete  mastery  results  in  thor- 
oughly understanding  the  problem  studied.  It  is  in  this 
way  that  knowledge  is  acquired. 

It  is  therefore  of  the  utmost  importance  that  such  methods 
be  employed  during  the  daily  review  as  will  aid  in  securing 
purposive  thinking.  Definite  suggestions  for  conducting  the 
"review"  may  be  found  in  the  lessons  outlined  in  subsequent 
chapters. 

The  Time  for  the  Review.  The  first  part  of  the  period  is 
naturally  the  most  fitting  time  to  review  the  work  of  the  pre- 
ceding day.     The  length  of  the  time  will  vary  according  to 


12  Supervised  Study  in  History 

the  needs  of  each  lesson.     Approximately  one  fifth   of   the 
period  is  a  very  fair  estimate. 

2.  The  Assignment.  —  This  is  the  portion  of  the  period 
during  which  the  teacher  develops  new  work  with  the  class ; 
enriches  or  supplements  the  facts  which  the  pupils  may  find, 
by  giving  further  detail ;  or  explains  carefully  and  definitely 
the  work  to  be  studied  independently  during  the  study  period. 
It  is  during  this  portion  of  the  period,  also,  that  the  pupils 
are  led  to  realize  their  particular  problem  for  consideration 
during  the  study  period.  This  may  frequently  result  in  a 
cooperative  assignment,  where  pupils  and  teacher,  working 
together,  organize  the  work  to  be  studied.  Here  the  teacher 
works  largely  through  the  suggestions  of  the  pupils  in  out- 
lining the  material  to  be  studied  after  their  problem  is  thor- 
oughly understood. 

3.  Study  of  the  Assignment.  —  Professor  Hall-Quest,  in 
his  book  ''Supervised  Study,"  very  clearly  shows  the  impor- 
tance of  dividing  any  class  into  three  distinct  groups,  —  the 
superior,  the  average,  and  the  inferior.  As  soon  as  a  teacher 
is  able  to  determine  to  which  group  each  pupil  belongs,  it  is 
advisable  to  reseat  the  class  according  to  these  groups.  This 
should  be  done  in  order  that  the  teacher  may  easily  locate 
those  who  need  special  consideration.  These  groups  might  be 
called  "A,"  "B,"  "C,"  or  "First,"  "Second,"  "Third." 
Their  real  significance  should  not  be  told  to  the  pupils. 

Since  we  shall  find  three  distinct  groups  in  the  class,  it 
necessitates  a  provision  for  three  distinct  divisions  in  our 
assignment.  Professor  Hall-Quest  speaks  of  these  as  the 
minimum,  average,  and  maximum  assignments.  The  mini- 
mum assignment  is  the  amount  required  of  the  inferior  group, 
and  of  the  whole  class.     Both  the  minimum  and  average 


Factors  in  Organization  of  Supervised  Study        13 

assignments  might  be  accomplished  by  the  average  group  of 
pupils,  while  the  maximum  assignment  would  be  prepared 
only  by  those  pupils  who  have  completed  the  minimum  and 
average  assignments. 

The  minimum  assignment  would,  of  necessity,  include  the 
minimum  essentials  of  the  course  of  study.  The  average 
and  maximum  thus  afford  an  excellent  opportunity  for  an 
enrichment  of  the  minimum  requirement  by  the  use  of  source 
material,  bibliography,  newspaper  and  magazine  articles,  etc. 

The  school  library  has  a  wealth  of  material  which  will  fur- 
nish ample  suggestion  in  providing  for  these  assignments. 
Sets  of  supplementary  histories  are  also  helpful.  Pupils 
need  training  in  comparing  the  texts  of  different  authors. 
Young  pupils  are  far  too  willing  to  accept  the  facts  of  a  single 
text  as  final.  Average  and  maximum  assignments  do  much 
to  overcome  such  conditions. 

IIL   The  Daily  Program  or  Time  Schedule  for  Each 

Period 

This  may  contain  a  suggestion  to  be  adapted  to  the  con- 
ditions or  needs  of  a  particular  school.  Its  greatest  value  lies 
in  making  the  pupils  conscious  that  a  given  amount  of  work 
must  be  accomphshed  within  a  definite  period.  Experience 
has  proved  that  the  time  schedule  aids  in  developing  the 
power  to  concentrate  upon  the  thing  of  the  moment.  This  is 
very  important  if  one  wishes  to  do  a  given  task  in  a  specified 
time.  There  is  no  strain  or  hurry  when  the  teacher  has 
planned  only  enough  to  be  accomplished  in  the  allotted  time. 

This  time  schedule  is  written  upon  the  board  where  every 
member  of  the  class  may  easily  see  it.  A  pupil  is  appointed 
to  act  as  time-keeper.     His  name  is  also  written  on  the  board. 


14  Supervised  Study  in  History 

This  "  time-keeper  "  keeps  account  of  the  time,  and  at  the 
end  of  each  part  of  the  program  stands  and  announces  that 
the  time  is  up  for  that  particular  part  of  the  period.  The 
responsibihty  for  the  success  of  the  work  accomphshed  during 
the  period  is  thus  shared  by  both  pupils  and  teacher.  Each 
child  feels  that  he  has  a  personal  responsibility  toward  the 
work,  and  this  guarantees  the  success  of  the  lesson. 

If  the  grade  is  a  Seven  B  ^  (first  half  of  the  seventh  year) ,  a 
different  time-keeper  might  be  appointed  for  each  part  of  the 
period.  The  pupils  greatly  enjoy  this,  and  it  is  one  means  of 
socializing  the  work.  A  pupil  who  acts  as  time-keeper  is  not, 
however,  excused  from  taking  an  active  part  in  the  class  work. 

^  In  all  references  to  "grades"  throughout  this  manual,  the  first  half  of  the 
year's  work  will  be  indicated  as  a  "B"  Grade,  while  "A"  Grades  will  represent 
the  latter  half  of  the  year.  All  lessons  planned  for  pupils  of  the  "Seventh  B 
Grade"  may  thus  be  interpreted  as  referring  to  pupils  who  are  just  entering 
the  seventh  grade.  Seventh  A  or  Eighth  A  pupils  are  those  who  are  completing 
the  last  twenty  weeks  of  either  grade. 


CHAPTER  THREE 
DIVISIONS  OF  AMERICAN  HISTORY 

As  a  means  of  evaluating  the  course  and  making  its  develop- 
ment definite  and  comprehensive  the  teacher  will  need  to  analyze 
the  subject  matter  into  various  units  of  teaching.  For  the  sake 
of  convenience  and  as  a  suggestion  in  the  effort  to  make  educational 
terminology  specific  in  meaning,  these  divisions  are  called  "  Units 
of  Instruction"  and  "Units  of  Recitation."  The  nature  of  these 
in  this  course  is  analyzed  in  this  chapter.  The  course  of  study 
prepared  by  Mr.  Charles  E.  Finch,  Director  of  Courses  of  Study 
for  the  Washington  Junior  High  School,  Rochester,  N.  Y.,  is 
very  largely  the  basis  for  the  divisions  of  units  of  instruction 
and  units  of  recitation  outlined  in  the  following  pages.  Only 
such  reorganization  has  been  made  as  seemed  necessary  in  order 
to  be  consistent  with  the  lessons  suggested  in  this  manual. 

A.   Units  of  Instruction. 

I.  The  dawn  of  history  and  early  leaders  of  civilization. 

11.  Events  leading  to  the  discovery  of  America. 

III.  The  discovery  and  exploration  of  America. 

IV.  The  colonization  of  America. 
V.  The  Intercolonial  Wars. 

VI.  The  revolution  of  the  English  colonists  in  America. 

VII.  The    Critical    Period.  —  Making    the    Constitution     and 
starting  the  new  government. 

VIII.  America's  struggle  for  commercial  independence. 

IX.  The  slavery  question. 

X.  The  Civil  War. 

XI.  The  period  of  reconstruction. 

IS 


1 6  Supervised  Study  in  History 

XII.    The  influence  of  transportation  and  methods  of  communi- 
cation upon  the  development  of  the  nation. 

XIII.  Territorial  expansion  of  the  United  States. 

XIV.  Important  national  issues. 

B.  The  Divisions  of  Each  Unit  of  Instruction  into 
Units  of  Recitation.  ] 

The  subject  matter  contained  in  a  course  of  study  on  his- 
tory might  be  grouped  under  such  headings  as  those  sug- 
gested above  under  "  Units  of  Instruction."  The  thoughtful 
teacher  and  those  directly  concerned  in  preparing  courses  of 
study  will  agree,  however,  that  a  more  minute  consideration  of 
subject  matter  must  be  made  in  order  to  determine  what  shall 
be  retained  and  what  shall  be  eliminated. 

This,  then,  necessitates  the  division  of  each  unit  of  instruc- 
tion into  other  units  which  may  be  designated  as  "  Units  of 
Recitation."  The  importance  of  the  subject  matter  under 
consideration  will  be  a  factor  in  determining  the  number  of 
units  of  recitation  under  a  specific  unit  of  instruction.  The 
following  subdivisions  of  each  unit  of  instruction  into  units  of 
recitation  may  aid  the  teacher  of  history  to  make  a  careful 
evaluation  of  the  subject  matter  in  a  prescribed  course.  The 
importance  of  such  an  evaluation  is  self-evident. 

I.  The  Dawn  of  History  and  Early  Leaders  of  Civiliza- 
tion. Under  this  main  unit  there  might  be  five  sub-units, 
as  follows : 

Units  of  Recitation : 

1.  Eastern  nations  of  ancient  times:  Egyptians,  Chaldeans, 

Phoenicians,  Hebrews,  Persians. 

2.  The  Greeks. 

3.  The  Romans. 


Divisions  of  American  History  17 

4.  The  Germans  and  Romans  —  "  The  Dark  Ages." 

5.  The  Enghsh. 

These  subdivisions  do  not  imply  that  only  one  lesson 
should  be  given  upon  each  unit  of  recitation,  but  merely  out- 
line in  a  general  way  the  most  essential  topics  to  be  considered 
under  the  first  unit  of  instruction.  Some  units  of  recitation 
require  more  lessons  than  others.  The  number  of  lessons 
given  upon  each  unit  of  recitation  must  necessarily  be  in- 
fluenced by  varying  conditions  in  different  schools,  therefore 
this  is  merely  suggestive.  Because  of  the  wide  variation  in 
courses,  each  course  must  be  considered  independently. 
Units  of  instruction  and  recitation  must  be  made  to  fit  the 
demands  of  courses  in  individual  school  systems. 

II.  Events  Leading  to  the  Discovery  of  America. 
Units  of  Recitation: 

1.  The  three  great  periods  of  history. 

2.  The  Crusades  and  results. 

3.  Marco  Polo  and  the  influence  of  his  travels  on  European 

explorers. 

4.  The  effect  on  European  commerce  of  the  fall  of  Con- 

stantinople. 

5.  "  The  revival  of  learning  "  or  "  The  Renaissance." 

III.  The  Discovery  and  Exploration  of  America. 
Units  of  Recitation: 

I.   The  Discovery : 

a.  The  voyages  of  the  Northmen. 

b.  Columbus  and  the  results  of  his  voyages. 

c.  The  Cabots. 

d.  Amerigo  Vespucci. 


1 8  Supervised  Study  in  History 

2.  European  Nations  Interested  in  Exploration  and  Coloniza- 

tion. 
a.  The  Spanish. 
h.  The  French. 

c.  The  Dutch. 

d.  The  EngUsh. 

3.  Claims  of  European  Nations  in  the  New  World. 

4.  The  Natives  of  America :  —  How  they  lived. 

A  much  more  detailed  study  of  history  should  now  begin 
with  the  study  of  this  unit  of  instruction.  This  will  necessi- 
tate a  longer  period  of  time.  The  teaching  of  "  Community 
Civics  "  and  Current  Events,  which  are  generally  included 
with  the  history,  demands  that  the  time  must  be  divided 
among  the  three  in  such  proportion  as  the  courses  of  study 
in  each  school  system  require. 

The  material  suggested  under  the  three  rniits  of  instruction 
listed  above  would  seem  to  furnish  a  fair  minimum  require- 
ment to  be  accomplished  by  the  pupils  in  one  semester.  If 
less  is  required  in  the  amount  of  subject  matter,  more  may  be 
accomplished  in  giving  the  pupils  proper  instruction  in  how 
to  study  such  subject  matter. 

IV.  The  Colonization  of  America. 

Units  of  Recitation: 

I.   The  Struggle  for  English  Liberty. 

a.  Charters:  William  the  Conqueror ;  Henry  I;  Richard  I. 

h.  King  John  and  the  Magna  Charta. 

c.  The  First  Representative  Parliament. 

d.  The  EstabUshment  of  the  Regular  Parliament. 

e.  The  Petition  of  Rights. 
/.  The  Bill  of  Rights. 


Divisions  of  American  History  19 

2.  English  Colonies  in  America. 

a.  A  detailed  study  of  four  colonies :  Virginia ;  Massa- 
chusetts ;  New  York ;  Pennsylvania. 

h.  A  general  consideration  of  the  other  nine  original 
colonies. 

A  careful  study  of  the  four  colonies  listed  above,  in  relation 
to  conditions  existing  in  England,  will  serve  as  types.  Only  a 
general  consideration  of  the  other  colonies  seems  necessary 
in  order  to  determine  the  object  of  the  settlers,  and  the  success 
of  the  colony. 

3.  Government  of  the  Colonies  by  England. 
a.  The  Charter  Colonies. 

h.  The  Royal  Provinces. 
c.  The  Proprietary  Colonies. 

4.  Steps  toward  Self-government  in  America. 
a.  First  Colonial  Assembly  in  Virginia. 

h.  The  Mayflower  Compact. 

c.  The  New  England  Confederation. 

d.  The  Albany  Convention. 

e.  Committees  of  Correspondence. 

/.   The  Continental  Congress :    1774-1775-1776. 
g.  The  Declaration  of  Independence. 
h.  The  Articles  of  Confederation. 

V.  The  Intercolonial  Wars. 

Units  of  Recitation: 

I.    Causes. 

a.  Conflicting  claims  of  nations  interested  in  the  new  world. 

b.  Trouble  between  nations  in  Europe  and  its  eflcct  upon 

their  subjects  in  America. 


20  Supervised  Study  in  History 

1.  England  and  Spain. 

2.  England  and  Holland. 

3.  England  and  France. 

2.  Effect  of  these  wars  on  the  future  of   the   colonists  in 

America. 

3.  Relation  of  changes  taking  place  in  England  to  the  Inter- 

colonial Wars  in  America. 

It  is  best  to  avoid  a  detailed  study  of  these  wars.  This  unit 
may  be  considered  of  minor  importance,  and  should  serve  only 
as  a  connecting  link  for  the  study  of  the  following  unit. 

VI.   The    Revolution    of    the    English    Colonies    in 
America. 

Units  of  Recitation: 

1.  Causes  of  the  war. 

2.  Defenders  of  the  American  Cause. 

a.  In  America  —  Samuel  Adams  —  Patrick  Henry. 
h.  In  England  —  William  Pitt  —  Edmund  Burke. 

3.  Attitude  of  King  George  III. 

4.  The  beginning  of  the  war. 

5.  The  Declaration  of  Independence. 

6.  Struggle  for  the  Hudson  River. 

7.  Valley  Forge  and  the  plot  against  Washington. 

8.  Financial  difSculties  —  Robert  Morris. 

9.  Aid  from  France. 

10.  Great  leaders  of  the  Revolution. 

1 1 .  The  surrender  of  Cornwallis  and  the  end  of  the  war. 

12.  Results  of  the  war. 

The  greater  portion  of  time  allotted  to  the  study  of  this 
unit  should  be  devoted  to  a  consideration  of  such  topics  as  are 


Divisions  of  American  History  21 

suggested  above,  rather  than  to  a  detailed  study  of  campaigns 
or  battles. 

VII.   The  Critical  Period. 
Units  of  Recitation: 

1.  The  need  of  a  stronger  government. 

a.  Weakness  of  Congress  under  the  Articles  of  Confed- 
eration. 
h.  Trade  difficulties. 

c.  Money  troubles. 

d.  Disputes  over  boundaries. 

e.  Rebellions  among  the  states. 

/.    Steps  toward  a  "  more  perfect  union." 

2.  Making  the  Constitution. 

a.    Struggles  of  the  Convention. 
h.   Adoption  by  the  delegates. 
c.    Ratification  by  the  states. 

3.  Starting  the  new  government. 

a.  Election  and  inauguration  of  Washington. 

h.  The  Capital  of  the  United  States. 

c.  Washington's  Cabinet. 

d.  Hamilton's  services  to  the  nation  as  Secretary  of  the 

Treasury. 

Vni.   America's  Struggle  for  Commercial  Independence. 

Units  of  Recitatioji: 

I.   Events  leading  to  the  War  of  181 2  —  remote  causes. 

a.  The  effect  upon  the  United  States  of  the  war  between 

England  and  France. 

b.  Washington's  idea  of  neutrality. 

c.  The  Gen^t  affair. 


22  Supervised  Study  in  History 

d.  Jay's  treaty  with  England. 

e.  The  X.  Y.  Z.  Papers. 

/.   The  "  Decrees  "  and  "  Orders  in  Council  "  —  results. 
g.  The  capture  of  United  States  vessels  and  the  impress- 
ment of  American  seamen  into  the  British  service. 
2.   The  War  of  1812, 
a.  Immediate  causes. 
h.  Results. 

A  detailed  study  of  this  war  is  unnecessary.  Any  events, 
however,  which  are  of  interest  as  local  history  should  be 
studied.  A  definite  idea  will  be  obtained  through  collateral 
reading  upon  such  topics  as  "  Perry's  Victory  on  Lake  Erie," 
"  The  Attack  upon  Baltimore,"  etc. 

IX.  The  Slavery  Question.  A  study  of  this  unit  re- 
quires careful  attention  to  all  the  leading  events  con- 
cerning the  great  question  of  slavery,  from  its  introduc- 
tion into  Virginia  to  the  secession  of  South  CaroHna. 

X.  The  Civil  War. 

Units  of  Recitation: 

1.  Causes  of  the  war. 

2.  Advantages  on  each  side. 

3.  The  effect  of  the  Battle  of  Bull  Run. 

4.  The  Mason  and  Slidell  affair. 

5.  The  Monitor  and  the  Merrimac. 

6.  The  Emancipation  Proclamation. 

7.  Gettysburg. 

8.  Sherman's  March  to  the  Sea. 

9.  Lee's  surrender  to  Grant. 

10.    Great  heroes  and  leaders  of  the  war. 


Divisions  of  American  History  23 

11.  The  assassination  of  Lincoln. 

12.  The  results  of  the  war. 

XI.  The  Period  of  Reconstruction. 
Units  of  Recitation : 

1.  The  situation  at  the  close  of  the  Civil  War. 

2.  President  Johnson's  plan  of  reconstruction. 

3.  Congress'  plan  of  reconstruction. 

4.  The  disagreement  between  Congress  and  the  President. 

5.  The  unsettled  condition  in  the  South  : 

Carpet  Baggers. 
The  Ku  Klux  Klan. 

6.  Amendments  to  the  Constitution. 

7.  The  new  South  and  the  development  of  the  nation. 

Xn.  The  Influence  of  Transportation  and  Methods 
of  Communication  upon  the  Development  of  the 
Nation. 

Units  of  Recitation: 

1.  Transportation  by  natural  water  routes: 

Early  methods. 
Modern  methods. 

2.  Canals  as  supplements  to  natural  water  routes : 

Erie  Canal. 
Panama  Canal. 

3.  Transportation  and  communication  by  land: 

Early  methods. 
Modern  methods. 

4.  Traveling  in  the  air. 

5.  Government  aid  in  transportation  and  communication. 

6.  Interstate  and  international  systems  of  communication. 


24  Supervised  Sttidy  in  History 

XIII.   Territorial  Expansion  of  the  United  States. 


htit 

5  of  Recitation: 

I. 

The  extent  of  the  thirteen  original  states, 

2. 

The  Northwest  Territory. 

3- 

Purchase  of  Louisiana. 

4- 

Purchase  of  Florida. 

5- 

Annexation  of  Texas. 

6. 

Mexican  Cession. 

7- 

Oregon  Territory. 

8. 

Gadsden  Purchase. 

9- 

Purchase  of  Alaska. 

lO. 

Spanish  Cession. 

II. 

Purchase  of  the  Danish  West  Indies. 

XIV.   Important  National  Issues. 

Units  of  Recitation: 

1.  Tariff.     This   topic  requires   a   study  of   the  history  of 

"  Tariff  "  as  a  national  issue,  beginning  with  Hamilton's 
financial  measures  and  ending  with  a  consideration  of 
the  subject  as  a  national  problem  at  the  present  time. 

2.  The  Monroe  Doctrine. 

a.  The  former  need. 

b.  Present  strength. 

3.  The  Spoils  System. 

a.  Jackson's  policy. 

b.  Results  of  Jackson's  plan. 

c.  Civil  Service  Reform. 

d.  The  importance  of  Civil  Service  in  the  community. 

4.  Interstate  Commerce. 

a.  Early  troubles  between  states. 


Divisions  of  American  History  25 

b.  Interstate  Commerce  Acts. 

c.  Effect  upon  railroads. 

d.  The  present  Interstate  Commerce  Conmiission. 

5.  Trusts. 

a.  Comparison  of  early  methods  of  manufacturing  with 

modern  methods. 

b.  Advantages  and  disadvantages. 

c.  Federal  and  state  legislation. 

6.  Banks.     In  considering  this  topic,  a  study  of  the  history 

of  banks  should  be  made.  This  requires  a  study  of  all 
important  events  relating  to  this  question  from  the 
estabhshment  of  the  first  United  States  Bank,  by  Ham- 
ilton, to  the  National  and  Federal  Reserve  Banks  of 
to-day. 


CHAPTER  FOUR 
THE  DAILY  LESSON  SCHEDULE  AND  ASSIGNMENT  SHEET 

For  the  purpose  of  uniformity  as  well  as  for  future  refer- 
ence a  daily  assignment  sheet  is  of  the  utmost  importance. 
The  forms  given  on  pages  29-30  merely  illustrate  how  this 
might  be  undertaken.  The  first  form  shows  a  page  from 
a  teacher's  Plan  Book,  as  it  would  appear  before  the  plan 
for  the  day  had  been  prepared.  The  second  form  shows 
the  entries  made  under  each  heading  on  the  Assignment 
Sheet. 

I.  How  to  Prepare  the  Assignment  Sheet.  —  This  should 
be  done  in  as  brief  a  manner  as  possible.  It  is  well  to  avoid 
all  lengthy  and  unnecessary  detail.  A  suggestive  outline  is 
all  that  is  necessary.  The  chief  purpose  of  this  sheet  is  to 
serve  as  a  guide  and  a  source  of  future  reference.  It  is  in- 
valuable as  a  record  of  the  work  accompUshed  during  a 
semester,  and  helps  both  teacher  and  super\dsor  to  carry  out 
the  prescribed  course  in  a  systematic  way. 

The  column  headed  "  Remarks  "  should  be  used  in  any  way 
which  proves  to  be  of  the  greatest  benefit  to  the  teacher.  It  is 
of  particular  value  in  affording  space  for  noting  the  best  ref- 
erences upon  the  lesson  studied.  The  success  or  the  failure 
of  the  lesson  may  also  be  noted  and  the  reason  given,  such  as 
*'  too  long,"  ''  chief  difiiculty,"  etc.  This  is  helpful  in  plan- 
ning subsequent  lessons. 

26 


The  Daily  Lesson  Schedule  and  Assignment  Sheet     27 

The  three  divisions  under  the  ''  Study  of  the  Assignment" 
should  be  the  only  part  of  the  assignment  sheet  where  detailed 
information  should  be  given.  A  copy  of  this  should  be 
written  upon  the  board  for  the  pupils  to  consult  during  their 
study  period.  (See  "  Study  of  the  Assignment  "  under  each 
lesson.) 

The  space  marked  "  Student  Daily  Grouping  "  indicates 
the  accompHshment  of  the  class  during  the  silent  study  period. 
The  figure  "  9  "  under  "  Minimum  "  means  that  nine  pupils 
had  not  reached  the  average  part  of  the  assignment.  They 
were  either  still  working  on  the  minimum  or  had  just  com- 
pleted it  at  the  end  of  the  study  period.  The  same  is  true  of 
the  figures  under  the  average  and  maximum. 

This  result  should  be  determined  by  the  teacher  at  the  close 
of  the  study  period,  and  the  entry  made  in  the  plan  book 
at  that  time.  The  value  of  noting  this  fact  is  that  it  serves 
as  a  check  upon  the  plan  of  the  lesson.  It  helps  the  teacher 
to  determine  whether  the  lesson  is  too  long  for  the  time  to 
be  devoted  to  it,  or  whether  it  is  within  the  ability  of  the 
pupils  for  whom  it  is  planned. 

2.  When  to  Prepare  the  Assignment  Sheet.  —  These  plans 
should  be  made  only  from  day  to  day.  It  is  necessary  to 
estimate  the  amount  of  work  to  be  covered  in  a  week,  but  it 
is  not  practicable  to  plan  a  series  of  lessons  for  an  entire  week. 
The  results  of  each  lesson  from  day  to  day  will  determine  the 
kind  of  lesson  which  should  be  prepared  for  the  following 
day. 

The  plan  for  each  day's  work  should  be  made  to  meet  the 
need  of  the  class  at  that  particular  stage  of  their  development. 
A  wise  teacher  learns  to  recognize  what  these  needs  are  and 
thus  plans  accordingly. 


28  Supervised  Study  in  History 

The  factors  of  study  described  in  books  on  ''  How  to  Study  "  ^ 
should  be  given  careful  consideration  in  every  lesson.  Pur- 
posive thinking  naturally  results  when  lessons  provide  for  the 
development  of  the  child  through  definite  training  along  these 
lines. 

3.  The  Size  of  the  Assignment  Sheets.  —  Teachers  will 
probably  agree  with  the  author  that  for  general  usefulness 
the  letter  size  is  preferable  to  the  smaller  note  size.  In  some 
schools  the  forms  are  printed  in  the  school  shop  by  the  pupils. 
The  loose  leaf  arrangement  is  convenient  both  for  supplemen- 
tation and  for  permanent  record. 

1  Teachers  who  are  interested  in  gaining  definite  information  concerning 
teaching  pupils  how  to  study  should  read  "  How  to  Study  and  Teaching  How  to 
Study,"  by  F.  M.  McMurry,  Houghton  Mifflin  Co.;  "Teaching  Children  to 
Study,"  by  Lida  B.  Earhart,  Houghton  Mifflin  Co. ;  "  How  to  Study  Effec- 
tively," by  Guy  M.  Whipple,  School  and  Home,  Bloomington,  111. ;  "  How  to 
Learn  Easily,"  by  H.  D.  Kitson,  Lippincott;  "How  to  Use  Your  Mind,"  by 
Geo.  Dearborn,  Little,  Brown  and  Co.;  "Training  Pupils  to  Study,"  by  N.  B. 
Wilson,  Warwick  and  York. 


TJie  Daily  Lesson  Schedule  and  Assignment  Sheet     29 

DAILY  LESSON  SCHEDULE  AND   ASSIGNMENT   SHEET 


Date. 

Period.    Grade 

Teacher. 

Subject. 

Lesson  Type. 

Time. 

Remarks. 

Time  Schedule. 

Review. 

Assignment. 

Min. 

- 

Study. 

Av. 

Max. 

Student 
I)ailv 

Minimum. 

Average. 

Maximum. 

Grouping 

30  Supervised  Study  in  History 

DAILY  LESSON  SCHEDULE  AND   ASSIGNMENT  SHEET 


Date. 
Tuesday, 
2-1S-17 

Third  Period.    Grade  Seven  B. 

Teacher. 

Subject. 

History.     (See  Lesson  III.) 

Lesson  Type. 

Inductive  and  How  to  Study. 

Time, 
go  min. 

Remarks. 

Time  Schedule. 

The  Review. 
The  Assignment. 
Physical  Exercises. 
Study  of  the  Assignment. 

25  mm. 

25  min. 

5  min. 

35  min. 

Time- 
keeper, 

Review. 

The  Egyptians  :  Who  they  were. 
What  they  accomplished. 
Additional  facts  found  by  individ- 
ual pupils  from  other  sources. 

Questions 
on  board. 

Assignment. 

A .  Explanation  of  fact  that  the  Egyp- 
tians were  not  the  only  leaders  of 
civilization  in  ancient  times. 

B.  Problem:   What  people  besides  the 
Egyptians   were   known  for  their 
civilization  ? 

C.  Directions  for  silent  study. 

Min. 

1.  Read  very  carefully  all  informa- 
tion found  from  pp.  8-17  about  the 
Chaldeans,   Phoenicians,   Hebrews 
and  Persians. 

2.  Locate  the  section  of  the  ancient 
world  occupied  by  each. 

3.  After  completing   i   and   2,   write 
a  brief  statement   about  each  to 
prove  how  they  were  leaders  in  civ- 
ilization. 

References. 

Text 

pp.  8-17. 
Map,  p.  4. 

Study. 

Av. 

4.      Write  on  the  blackboard  the  names 
of  the  people  about  whom  we  have 
studied,  and  in  one  sentence  after 
each  name,  tell  what  you  think  is 
the  most  important  fact  to  remem- 
ber. 

Max. 

5.      Read  again  the  last  paragraph  on 
page  1 7 ;    then  write  a  paragraph 
telling  why  we  begin  the  study  of 
American    History    by    studying 
briefly  about  the  people  of  ancient 
times. 

Student 

Minimum. 

Average. 

Maximum. 

Grouping 

9 

21 

5 

PART   TWO 
ILLUSTRATIVE   LESSONS 


FIRST   SECTION 
SEVEN  B   GRADE 

LESSON  I 
THE  INSPIRATIONAL  PREVIEW 

1.  Need.  —  Upon  meeting  a  new  class  for  the  first  time,  the 
"  Inspirational  Preview  "is  of  great  value  to  both  pupils  and 
teacher.  This  t>^e  of  lesson  gives  the  teacher  the  opportu- 
nity to  inspire  the  class  and  to  create  a  desire  to  study  the  sub- 
ject further,  through  helping  the  pupils  to  recognize  and  under- 
stand its  practical  value  for  each  member  of  the  class. 

2.  Purpose. — The  purpose  of  such  a  lesson  is  twofold: 
First :  To  reach  and  arouse  the  varying  interests  existing 
among  the  pupils.  Second :  To  provide  a  background  for 
further  study  of  the  subject  matter  to  be  taught  during  the 
term  or  the  year,  as  the  case  may  be. 

3.  Varying  Interests  or  Individual  Differences.  —  The  vary- 
ing interests  in  a  normal  class  seem  to  be  divided  into  three 
distinct  groups.  The  pupil  of  the  first  group  is  naturally 
interested  in  all  aspects  of  school  life,  is  particularly  fond  of 
history,  enjoys  reading,  and  will  acquire  a  vast  amount  of 
information  in  spite  of  the  teacher's  method  of  approach  or 
procedure  in  teaching  the  subject  matter  of  a  prescribed 
course.  This  type  of  pupil  gives  us  little  immediate  concern. 
The  inspirational  preview  will  particularly  interest  such  a 
pupil,  however,  by  giving  him  a  broad  conception  of  some  of 

D  33 


34  The  Inspirational  Preview 

the  pleasures  in  store  for  him  through  the  anticipation  of  some 
of  the  "  high  peaks  "  throughout  the  course. 

The  second  and  third  types  are  the  ones  for  which  the 
lesson  should  be  chiefly  planned  and  taught.  The  second 
type  is  the  kind  of  pupil  who  is  satisfied  with  a  superficial 
knowledge  of  any  subject.  He  touches  only  the  surface 
of  things  in  his  studying,  and  his  interest  is  soon  lost. 
He  has  never  learned  to  think  to  a  purpose,  and  thus 
has  vague  impressions  rather  than  definite  opinions.  He 
may  be  reached  by  being  impressed  with  the  vast  amount  of 
knowledge  the  teacher  has  acquired.  Subsequent  lessons 
in  "  How  to  Study  "  will  benefit  such  a  pupil  if  his  interest 
and  enthusiasm  can  be  aroused  early  in  the  term. 

The  third  type  gives  one  equally  as  much  concern  as  the 
second.  This  type  is  represented  by  the  pupil  who  has  never 
liked  history,  and  has,  consequently,  always  found  it  difficult 
and  uninteresting.  He  enters  the  class  with  a  strong  preju- 
dice against  the  subject.  This  must  be  overcome,  if  either  the 
teacher  or  the  pupil  is  to  make  any  progress.  Such  a  pupil  is 
easily  recognized  by  his  general  attitude.  The  lack  of  interest 
which  is  so  apparent  in  his  face  quickly  informs  the  teacher 
that  here  is  the  pupil  who  must  be  aroused  and  encouraged 
to  find  himself.  This  gives  us  the  main  purpose  of  a  lesson 
of  this  character.  The  second  purpose  is  subordinated  to  the 
first,  and  will  result  from  it. 

4.  The  Nature  of  an  Inspirational  Preview.  —  What  is  the 
nature  of  such  a  lesson?  Let  us  briefly  consider  some  of  its 
chief  characteristics. 

The  first  great  essential  consideration  is  to  evaluate  the 
course  as  a  whole,  —  that  is,  the  subject  matter  to  be  taught 
during  a  term  or  year.     Note  the  topics  of  supreme  impor- 


The  Inspirational  Preview  35 

tance,  —  those  which  will  require  the  most  study,  and  to 
which  the  greatest  amount  of  time  should  be  given.  Others 
of  minor  importance  may  be  taught  in  a  less  detailed  way. 
Determine  also  how  much  time  should  be  given  (number  of 
lessons)  to  each  topic  or  division  of  subject  matter,  to  cover 
the  required  amount  in  the  specified  time.  We  have  pre- 
viously spoken  of  these  divisions  as  ''  Units  of  Instruction." 

After  dividing  the  course  into  units  of  instruction,  select 
the  ones  which  would  particularly  appeal  to  an  average  class, 
as  the  ones  you  wish  to  emphasize  during  this  lesson.  The 
units  to  be  studied  at  the  beginning  of  the  term  need  particular 
consideration  for  the  purpose  of  creating  enthusiasm  for  the 
subsequent  detailed  study  of  each  unit. 

5.  Method  of  Procedure.  —  Begin  the  lesson  by  asking  a 
few  pupils  to  tell  something  they  consider  interesting  about 
any  person  or  event  in  history,  which  they  have  previously 
studied.  This  should  be  done  merely  to  create  an  atmosphere 
of  friendliness  and  responsiveness  among  the  pupils,  and 
should  consume  a  very  small  part  of  the  period.  If  the  pupils 
give  any  facts  which  might  be  used  as  a  basis  for  the  introduc- 
tion of  the  preview  of  the  course  for  the  term,  it  would  be 
well  to  make  any  use  of  such  information  as  seems  most  ad- 
visable. If,  however,  none  is  offered,  briefly  outline  the 
work  of  the  course  in  as  simple  and  interesting  a  way  as 
possible. 

By  mentioning  the  most  important  units  of  instruction, 
and  emphasizing  those  which  will  aid  in  creating  an  interest, 
give  the  class  a  bird's-eye  view  of  what  is  ahead  of  them. 
Avoid  labeling  anything  as  difTicult.  Give  the  pupils  a  feeling 
of  how  much  you  personally  enjoy  history,  and  what  great 
pleasure  there  is  in  store  for  each  member  of  the  class.     Use 


36  Supervised  Study  in  History 

the  blackboard,  pictures  and  maps  as  illustrative  material, 
and  help  the  pupils  actually  to  live  in  imagination  the  scenes 
or  events  you  portray  for  them.  Tell  a  few  anecdotes  about 
the  great  men  they  will  meet  during  the  course,  —  the  human 
kind  of  story  rather  than  the  bare  historical  fact.  An  occa- 
sional question  to  stimulate  thought  will  also  do  much  to 
secure  the  desired  result.  Urge  the  pupils  to  look  for  and 
bring  to  class  any  pictures,  maps,  magazine  articles  or  books 
relating  to  any  of  the  topics  mentioned  during  the  lesson. 

Conclude  the  lesson  with  a  very  brief  summary.  If  possible, 
call  upon  members  of  the  class  to  summarize  the  lesson. 
Give  the  class  something  pleasurable  to  look  forward  to  in  the 
new  lesson  for  the  next  day. 

After  a  lesson  of  this  type,  conducted  by  an  animated 
teacher  who  has  a  broad  knowledge  of  the  subject  matter,  one 
will  find  the  class  returning  on  the  following  day,  eager  to 
study  in  detail  some  of  the  fascinating  things  disclosed  to  them 
during  the  preceding  preview. 

6.  Possible  Errors  to  be  Avoided.  —  It  is  well  not  to  at- 
tempt too  much  in  a  lesson  of  this  kind.  The  purpose  of  the 
lesson  is  to  arouse  interest  in  the  work  of  the  term,  rather 
than  to  leave  deep  impressions  of  any  definite  subject  matter. 
The  less  important  units  of  instruction  should  merely  be 
mentioned  or  omitted  entirely. 

Lengthy  and  uninteresting  detail  should  be  avoided. 
Brief  accounts  are  much  more  effective.  Much  depends  upon 
the  manner  in  which  the  lesson  is  conducted.  Frequently 
subject  matter  which  otherwise  might  be  dry  and  uninteresting 
to  pupils  becomes  alive  with  interest,  if  presented  in  an  at- 
tractive way.  It  is  not  so  much  a  matter  of  moment  what  we 
teach  as  how  we  teach  it. 


Inductive  aizd  How  to  Study  Lesson  37 

LESSOX   II 

XJNIT  OF  INSTRUCTION  I.  — THE   DAWN   OF  HISTORY 
AND   EARLY  LEADERS   OF   CIVILIZATION 

Gr-ade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  Inductive  and  How  to  Study  Lesson 

Program  or  Time  Schedule 

The  Review        20  min. 

The  Assignment      .     .     .     .     .     .     .     ■     .     30  min. 

Study  of  the  Assignment      ......     35  min. 

(Name  of  Pupil) 

Time-keeper  

The  above  Time  Schedule,  and  those  of  all  subsequent 
lessons,  are  particularly  planned  for  a  ninety-minute  period. 
This  is  the  length  of  the  period  in  operation  in  the  Washington 
Junior  High  School,  Rochester,  N.  Y.,  as  well  as  in  many  other 
schools. 

The  purpose  of  the  ninety-minute  period  is  to  make  it 
possible  for  lessons  to  be  prepared  under  the  supervision  of  the 
teacher.  This  affords  an  excellent  opportunity  to  give  defmite 
instruction  in  "  How  to  Study,"  which  has  proved  of  the 
greatest  value  in  overcoming  careless,  wasteful  habits  acquired 
in  undirected  home  study.  Much  can  be  done,  however, 
during  a  forty-five  or  a  sixty-minute  period,  where  home  study 
is  required,  if  special  attention  is  given  to  the  method  em- 
ployed in  the  assignment  for  home  study. 

The  following  time  schedules  may  be  suggestive : 


38 


Supervised  Study  in  History 


4S-UIN0TE  Period 

Review 20  min. 

Assignment    ....     25  min. 
Study  of  the  Assign- 
ment       30  or  40 

min.  (at  home) 


60-MiNUTE  Period 

Review 25  min. 

Assignment        •     •     •     35  rriii^- 
Study  of  the  Assign- 
ment      35  or  40 

min.  (at  home) 


This  division  of  time  should  be  varied,  however,  to  meet 
the  needs  of  each  day's  lesson. 

For  suggestions  on  the  Study  of  the  Assignment  planned  for 
a  forty-five  or  sixty-minute  schedule,  see  directions  following 
Lesson  III  (p.  50). 

The  Review.  —  Since  this  is  the  first  lesson  following  the 
"  Inspirational  Preview,"  the  review  might  be  conducted  in 
the  following  manner : 

Distribute  to  the  class  small  slips  of  paper  previously  pre- 
pared by  the  teacher  ;  one-half  of  the  slips  containing  a  number 
only,  the  other  half  containing  two  numbers  and  a  question. 
If  there  were  thirty  pupils  in  the  class,  the  slips  would  be 
numbered  from  one  to  thirty  inclusive.  The  first  fifteen  should 
contain  a  question  and  a  number  from  16  to  30.  (See  illus- 
tration.) 


I. 

What  were  some 

of 

the  things  about  which 

we 

were  told  yesterday? 

20. 

15- 

Which  of  these 

ques- 

tions  shall    we 

begi 

n   to 

study  first? 

16. 

The  slips  containing  numbers  from  16  to  jo  should  contain  no 
question. 

Briefly  explain  to  the  class  the  method  of  procedure  as 


Inductive  and  How  to  Study  Lesson  39 

follows :  the  pupil  having  Slip  No.  i  will  stand,  read  the 
question  aloud  and  call  the  number  found  after  the  question. 
The  pupil  having  the  slip  containing  the  number  called  will  be 
expected  to  stand  and  answer  the  question.  If  this  pupil  is 
unable  to  answer  the  question,  any  member  of  the  class  who 
can  answer  may  stand.  The  teacher  may  then  call  upon 
any  of  those  standing  to  answer.  Brief,  accurate  statements 
must  be  required. 

The  fifteen  questions  should  aim  to  recall  the  vital  points 
in  the  preview  of  the  previous  day.  The  following  are  merely 
suggestive : 

1.  What  were  some  of  the  things  about  which  we  were  told 
yesterday  ? 

2.  Why  is  history  valuable  to  us  as  a  study? 

3.  Tell  something  about  any  topic  mentioned  yesterday  which 
particularly  interested  you.     Why? 

4.  What  pictures  were  shown  to  us? 

5.  What  pictures  did  you  like  best?     Why? 

6.  Locate  on  the  wall  map  the  countries  about  which  we  are 
to  study. 

7.  What  great  men  in  history  were  mentioned  yesterday? 

8.  Which  men  do  you  think  you  would  like  to  know  more 
about?     Why? 

9.  Tell  anything  you  remember  about  any  one  of  the  great  men 
mentioned. 

10.  What  do  you  think  is  a  reason  why  people  remember  about 
these  men? 

11.  For  what  are  we  to  look,  outside  of  school,  as  we  study 
History  this  term? 

12.  Why  do  we  need  to  read  the  newspaper  daily? 

1,3.  Name  other  sources  from  which  wc  may  find  valuable  in- 
formation during  our  study  of  History. 

14.  About  whom  arc  we  to  study  first? 

15.  What  would  you  like  to  know  about  these  people? 


40  Supervised  Study  in  History 

Benefits  of  this  Kind  of  Review. 

Bearing  in  mind  that  reviews  as  utilized  in  many  classrooms 
are  lifeless  and  therefore  result  in  poorly  motivated  drill,  let 
us  note  the  value  of  the  kind  here  discussed. 

1.  It  creates  a  social  atmosphere. 

2.  It  provides  an  opportunity  for  each  member  of  the  class 
to  take  an  active  part  in  the  lesson. 

3.  It  stimulates  independent  thought  and  judgment ;  and  it 
develops  "  initiative." 

4.  It  helps  to  recall  the  most  important  topics  discussed  in 
the  previous  lesson  for  the  purpose  of  furnishing  a  foundation 
upon  which  to  build  the  new  lesson. 

5.  It  enables  the  teacher  to  discover  and  correct  any  wrong 
impression.     This  is  important. 

The  Assignment. 

1.  Explanation  and  information  given  by  the  teacher. 

2.  The  recognition  of  the  Problem  by  the  class. 

3.  Definite  instruction  in  How  to  Study.  The  proper  use 
of  the  textbook. 

Explanation  and  Information  Given  by  the  Teacher. 

Brief  account  of  the  beginning  of  history. 

Meaning  of  B.C.  and  a.d. 

The  three  periods  of  history :  —  ancient,  mediaeval,  modern. 

The  Problem  for  Consideration,  or  What  Must  be  Understood. 

What  people  were  the  first  among  the  early  leaders  of  civili- 
zation and  why?  It  is  well  at  the  beginning  of  the  term,  and 
especially  with  pupils  of  the  Seven  B  Grade,  to  state  their 
problem  for  them.  Then  impress  it  upon  their  attention  by 
frequently  having  it  restated.  In  this  way  they  will  acquire 
the  habit  of  having  a  definite  thing  in  mind  when  they  take  up 
their  books,  and,  from  the  beginning,  can  be  taught  to  consider 


Inductive  and  How  to  Study  Lesson  41 

and  collect  only  such  data  as  have  a  definite  bearing  upon  the 
problem  to  be  solved. 

This  problem  should  be  written  upon  the  board.  The  pupils 
may  then  be  asked  how  they  are  to  find  any  information  which 
will  help  them  to  understand  this  topic.  This  will  result  in 
their  realizing  their  need  for  the  textbook. 

Instruction  in  How  to  Study  and  How  to  Use  the  Text- 
hook  (teacher  working  with  the  class).  This  part  of  the 
assignment  deals  with  very  definite  directions  as  to  how  the 
pupils  should  attack  the  preparation  of  the  new  lesson.  These 
initial  directions  pertain  to  some  preliminary  matters  that 
are  usually  neglected  by  both  younger  and  older  students  aUke. 
The  aim  here  is  to  emphasize  the  importance  of  knowing  the 
name  and  purpose  of  one's  tools. 

1.  How  many  things  can  you  tell  me  about  this  book 
after  reading  what  is  printed  on  the  outside  only? 

2.  Turn  to  the  first  page  containing  printing.  Read  it; 
compare  it  with  the  words  on  the  outside  of  the  book,  and  tell 
me  what  you  find  on  this  page  which  you  did  not  find  on  the 
outside  cover. 

3.  What  is  this  page  called  and  why?  (If  no  one  knows, 
tell  the  class  and  write  term  on  the  board.) 

4.  Read  the  Preface  and  be  ready  to  tell  why  it  is  needed. 
The  teacher  should  allow  sufficient  time  for  each  pupil  to 

read.  Then  the  meaning  of  the  word,  why  the  author  placed 
this  brief  statement  at  the  beginning  of  his  book,  and  its 
value  to  the  reader,  may  be  discussed  with  profit.  While  this 
type  of  work  may  not  have  as  great  significance  for  the  under- 
standing of  history  in  the  grades,  the  forming  of  habits  along 
this  line  should  begin  early.  Books  frequently  are  misunder- 
stood because  readers  do  not  know  the  author's  point  of  view. 


42  Supervised  Study  in  History 

To  train  the  pupil  to  pay  some  attention  to  preface  and  title 
page  will  prove  increasingly  helpful  as  he  progresses  in  his 
education. 

5.  Why  does  a  book  have  a  Table  of  Contents,  and  why  is 
it  placed  in  the  front  of  the  book  ? 

6.  How  many  chapters  does  this  book  contain? 

7.  Read  the  titles  of  the  chapters  and  select  the  one  you 
think  may  give  us  information  about  the  first  people  who 
were  the  leaders  of  civilization. 

Having  completed  this  preliminary  study  the  teacher  now 
begins  a  more  direct  approach  to  the  first  study  of  the  subject 
matter.    The  following  procedure  has  been  used  by  the  author. 

1.  Glance  at  the  first  page  of  this  chapter,  and  without 
reading  it,  tell  me  what  you  notice  about  this  page.  (Differ- 
ent types  of  print  are  recognized.  The  teacher  explains  the 
reason  for  using  these  different  types,  if  the  pupils  cannot.) 

2.  How  many  paragraphs  do  you  find  under  the  heading 
written  in  heavy  type? 

3.  Select  the  proper  names  on  this  page  which  might  be 
difficult  for  you  to  pronounce.  (Martin  Waldseemiiller, 
Americus  Vespucius,  for  example.) 

4.  Find  the  end  of  the  chapter,  and  see  if  you  can  obtain 
any  help. 

(The  Pronouncing  List  is  referred  to.  Explain  to  the  class 
that  some  books  have  this  list  at  the  end  of  the  book  rather 
than  after  each  chapter.  Also  tell  them  how  to  find  the  proper 
pronunciation,  if  the  book  has  no  list.) 

5.  On  page  2  (of  the  text),  why  are  two  sentences  written 
in  different  type?     Give  term  for  this. 

6.  Quickly  read  the  three  paragraphs  under  the  first  topic, 
and  decide  whether  they  are  of  value  to  us  in  collecting  infor- 


Inductive  and  How  to  Study  Lesson  43 

mation  concerning  our  problem.  (Obtain  the  opinion  of  the 
class  by  asking  how  many  think  it  is  valuable,  and  how  many 
do  not.  If  the  majority  of  the  class  have  made  the  right 
decision,  call  upon  a  pupil  who  is  incorrect  or  uncertain,  to 
give  his  reason ;  then  help  him  to  see  why  he  is  wrong.  Write 
upon  the  board  a  brief  statement  of  any  fact,  recognized  by 
the  pupils  as  having  a  direct  relation  to  the  problem  under 
consideration.  At  every  step  of  the  lesson,  encourage  the 
pupils  to  ask  questions.  It  is  the  best  proof  we  can  have  of 
definite,  purposive  thinking.) 

7.  In  the  same  way,  read  the  next  two  paragraphs. 

8.  Consult  the  small  map  on  the  next  page  for  location  of 
Nile  and  Euphrates  Rivers,  —  Egypt  and  Chaldea.  Then 
locate  these  two  places  with  relation  to  America,  on  a  wall 
map  of  the  world. 

9.  Before  reading  about  the  Egyptians,  question  the  class 
to  aid  them  in  determining  the  important  facts  for  which  they 
should  look.  Some  brief  outline  such  as  the  following  should 
be  written  on  the  board  before  beginning  to  read : 

The  Egyptians.  —  Who  they  were. 
Where  they  lived. 
What  they  did. 

10.  Under  the  topic,  "  Egyptians,"  decide  how  many  para- 
graphs or  pages  are  devoted  to  the  subject. 

11.  When  should  we  make  a  careful  study  of  the  illustra- 
tions which  a  book  contains? 

12.  Read  silently  all  information  given  about  the  Egyp- 
tians. Then  make  a  list  of  the  great  things  they  accomplished. 
(Allow  sufficient  time  for  this.  Work  with  any  who  seem  to 
have  difficulty.) 


44  Supervised  Study  in  History 

13.  What  was  our  problem  for  to-day  ? 

14.  How  many  have  found  help  in  answering  or  solving  it? 

15.  How  many  think  they  have  solved  it? 

16.  How  many  would  like  to  know  more  about  these  people  ? 

17.  Tell  the  pupils  why  there  is  not  time  in  class  to  make 
a  detailed  study  of  the  Egyptians.  Determine  how  many  have 
books  at  home  or  who  could  go  to  the  library,  and  be  ready  to 
tell  the  class  the  next  day  any  valuable  information  they  have 
found.  Insist  upon  their  being  able  to  give  the  source  of  their 
information,  and  to  bring  the  book  to  class,  if  possible. 
Also  encourage  pupils  to  bring  any  pictures  of  Egypt  which 
they  may  find. 

A  list  on  the  board  of  all  supplementary  reading,  with  the 
name  of  the  pupil  accomplishing  it,  will  arouse  great  enthu- 
siasm among  the  pupils,  and  will  be  invaluable  as  a  means  of 
securing  a  love  for  history. 

Conclude  the  lesson  at  this  point.  Do  not  attempt  to  de- 
termine how  well  they  have  mastered  the  facts  contained  in  the 
subject.  This  will  be  done  in  the  review  on  the  following  day. 
Our  chief  purpose  at  this  time  is  to  attempt  to  create  a  liking 
for  history,  by  giving  the  class  a  glimpse  of  how  to  study  it. 

Since  this  is  the  first  lesson  where  a  textbook  is  used,  it 
seems  more  advisable  for  the  teacher  to  work  with  the  class  as 
a  whole.  The  suggestions  contained  in  the  above  lesson  have, 
therefore,  been  planned  for  the  entire  class. 

The  group  assignments  should  begin  in  the  next  lesson. 
If  the  teacher  has  not  been  able  to  determine  to  which  group 
(superior,  average  or  inferior)  each  pupil  belongs,  the  promo- 
tion marks  might  furnish  a  very  safe  basis  for  organizing  the 
class  into  the  distinctive  groups.  Changes  should  be  made  from 
one  group  to  another,  however,  whenever  the  need  is  apparent. 


Inductive  and  How  to  Study  Lesson  45 

LESSON  III 

UNIT  OF  INSTRUCTION  I.  — THE  DAWN  OF  fflSTORY 
AND   EARLY  LEADERS   OF   CIVILIZATION 

Grade,  —  Se\'en  B  Time,  90  minutes 

Lesson  Type.  —  Inductive  and  How  to  Study  Lesson 

Time  Schedule 

The  Review        25  min. 

The  Assignment 25  min. 

Physical  Exercises        5  min. 

Study  of  the  Assignment 35  min. 

Time-keeper 

The  Review.  —  Subject  Matter. 

The  Egyptians  :  Who  they  were. 
Where  they  lived. 
What  they  accomplished. 
Additional  facts  found  by  individual  pupils 
from  other  sources. 

Method.  The  problem  of  the  previous  day  should  be 
written  on  the  board  in  the  following  manner : 

Our  Problem:  What  people  were  first  among  the  leaders  of 
civilization,  and  why? 

A  list  of  questions  should  also  be  written  upon  the  board, 
such  as : 

1.  Locate  on  the  wall  map  the  country  in  which  the  people 
first  known  to  history  lived. 

2.  What  great  river  made  this  a  very  productive  country? 

3.  Tell  how  this  river  made  the  land  so  fertile. 


46  Supervised  Study  in  History 

4.  What  was  Egypt  called  in  those  days? 

5.  Name   other   things   besides   grain   which   the  Egyptians 
raised. 

6.  For  what  shall  we  always  remember  the  Egyptians? 

7.  Describe  how  and  why  the  Pyramids  were  made. 

8.  Name  other  very  valuable  things  accomplished  by  these 
people. 

9.  Why  were  the  Egyptians  among  the  first  leaders  of  civiliza- 
tion? 

10.  Briefly  summarize  the  most  important  facts  we  have  studied 
about  the  Egyptians. 

The  pupils  should  have  a  few  moments  to  read  these  ques- 
tions and  think  about  what  they  studied  the  previous  day. 
Call  upon  a  pupil  to  read  the  first  question  aloud  and  then 
answer  it.  If  the  answer  is  incorrect  or  incomplete,  encourage 
the  other  members  to  stand  as  quickly  as  the  one  reciting  has 
finished,  if  they  have  a  question  or  additional  fact.  Help 
them  to  state  their  questions  definitely.  In  the  same  way  guide 
them  in  judging  the  worth  of  a  statement  by  deciding  whether 
it  answers  the  question  asked,  or  contains  unnecessary  detail. 

Continue  this  method  until  each  question  has  been  read, 
answered,  discussed  and  the  answer  accepted  or  rejected  by 
the  class.  The  one  reciting  should  be  required  to  come  to  the 
front  of  the  room  and  face  the  class  while  he  recites. 

This  form  of  a  review  is  valuable  because  it  provides  for  the 
development  of  initiative,  gives  training  in  purposive  thinking, 
places  the  responsibility  upon  the  pupils  and  makes  them 
alert  in  realizing  their  own  mistakes  as  well  as  those  of  other 
pupils.  Many  other  features  may  be  introduced  into  this 
kind  of  a  review  as  the  pupils  gain  in  power,  such  as  Judges, 
Record  Keeper,  etc. 

Conclude  the  review  by  devoting  the  last  five  minutes  to 


Inductive  and  How  to  Study  Lesson  47 

additional  brief  reports  as  a  result  of  outside  reading;  also 
the  description  of  any  pictures  found.  A  list  of  these  sup- 
plementary data  might  well  be  kept  upon  the  board.  It 
serves  as  an  incentive  to  others. 

The  Assignment.  —  In  this  lesson  the  method  of  procedure 
is  outlined  as  follows : 

1 .  Explanation  of  the  fact  that  the  Egyptians  were  not  the 
only  leaders  of  civilization  in  ancient  times. 

2.  Development  of  the  idea  of  the  new  problem :  Who, 
besides  the  Egyptians,  were  known  for  their  civilization  in 
ancient  times,  and  why  ? 

3.  Definite  directions  and  explanations  necessary  for  under- 
taking the  work  to  be  accomplished  during  the  silent  study 
period. 

Explanation  given  by  the  Teacher.  This  part  of  the  assign- 
ment requires  only  a  few  brief  statements  to  make  it  clear 
to  the  class  that  the  Egyptians  were  not  alone  as  leaders. 

Development  of  New  Problem.  To  make  the  pupils  con- 
scious of  their  problem,  ask  them  to  put  in  the  form  of  a  ques- 
tion what  we  must  discover  if  the  Egyptians  were  not  the  only 
leaders  of  civilization.  They  will  readily  ask,  "  What  other 
people  besides  the  Egyptians  were  known  for  their  civiliza- 
tion? "  Accept  the  wording  given  by  the  class  if  it  expresses 
what  is  required.     Always  write  the  problem  upon  the  board. 

The  pupils  are  now  told  to  open  the  book  selected  for  this 
lesson  '  to  the  page  containing  the  last  paragraph  about  the 

'  Woodburn  &  Moran.  An  attempt  is  made  throughout  this  manual  to  use 
a  variety  of  books  for  reference.  Just  as  far  as  it  is  possible,  teachers 
should  avoid  using  one  text  as  the  only  source  of  information.  The  many 
advantages  derived  from  using  several  texts  are  very  apparent.  References 
should  not  be  given  in  a  haphazard  way,  but  use  should  be  made  of  such  as  are 
particularly  valuable  for  the  topic  or  problem  to  be  studied. 


48  Supervised  Study  in  History 

Egyptians.  Direct  them  to  glance  quickly  over  the  pages 
from  8  to  i8  of  the  text  and  select  the  names  in  heavy  type. 
Write  these  names  on  the  board  under  the  statement  of  the 
problem,  together  with  the  page  references  found  by  the  pupils : 


The  Chaldeans  . 
The  Phoenicians 
The  Hebrews 
The  Persians 


Pp.    8-1 1. 

Pp.  II-I2. 
Pp.  13-14. 
Pp.   15-17. 


Young  pupils,  especially,  need  to  be  trained  in  the  develop- 
ment of  a  liberal  viewpoint  concerning  all  matters.  The 
conclusions  reached  by  pupils  after  consulting  one  text  only 
are  not  merely  limited,  but  often  erroneous.  The  teacher  who 
constantly  keeps  before  the  pupils  the  necessity  of  a  generous, 
open-minded  consideration  of  all  problems,  will  do  a  kind  of 
work  in  history  teaching  that  is  much  finer  than  the  memoriz- 
ing of  facts  alone.  Pupils  who  learn  that  their  opinions  and 
decisions  are  valueless  unless  they  have  definite  reasons  and  can 
prove  they  have  investigated  the  matter  thoroughly  enough 
to  have  a  right  to  such  opinions,  are  being  trained  in  the  kind 
of  thinking  that  results  in  good  citizenship.  What  subject  in 
the  curriculum  offers  better  opportunities  for  such  training  ? 

Directions  for  the  Silent  Study  Period.  — •  The  work  to  be  ac- 
complished during  the  Silent  Study  Period  should  be  definitely 
outlined  on  the  board  before  the  beginning  of  the  recitation. 
For  the  first  few  lessons,  it  will  be  necessary  to  give  a  careful 
explanation  of  what  is  to  be  done,  until  the  pupils  are  familiar 
with  the  method.  Ultimately  the  written  statements,  if 
definite,  will  be  self-explanatory.  Speak  of  the  minimum 
assignment  as  the  "  First  Part,"  —  the  average,  as  the  "  Sec- 
ond Part,"  and  the  maximum,  as  the  "  Third  Part."     For 


Inductive  and  How  to  Study  Lesson  49 

convenience  in  determining  the  enrollment  in  each  part  repre- 
sent each  with  a  Roman  numeral.  Write  the  assignment 
upon  the  board  in  the  following  manner : 

Study  of  the  Assignment. 
/  or  Minimum  Assignment. 

1.  Read  very  carefully  all  information  found  from  pp.  8  to 
17  about  the  Chaldeans,  the  Phoenicians,  the  Hebrews  and 
the  Persians. 

2.  Locate  the  section  of  the  ancient  world  occupied  by  each 
of  these  nations.     (Map  opposite  p.  4.) 

3.  After  completing  i  and  2,  close  your  books,  and  write  a 
brief  statement  about  each  to  prove  how  they  were  leaders 
in  the  civilization  of  ancient  times. 

//  or  Average  Assignment. 

4.  Write  on  the  blackboard  the  names  of  the  people  about 
whom  we  have  studied,  and  in  one  sentence  after  each  name 
tell  what  you  think  is  the  most  important  fact  to  remember 
about  each. 

///  or  Maximum  Assignment. 

5.  Read  again  the  last  paragraph  on  p.  17;  then  write  a 
paragraph  of  your  own,  telling  why  we  begin  the  study  of 
American  history  by  studying  briefly  about  the  people  of 
ancient  times. 

The  Teacher's  Responsibility  during  the  Silent  Study 
Period.  —  During  this  period  the  teacher  has  an  opportunity 
to  give  special  attention  to  individual  pupils.  The  average 
and  maximum  assignments  provide  for  the  superior  type  of 
pupil.  The  inferior  group  may  now  be  given  careful  considera- 
tion. This  does  not  mean,  however,  that  help  is  not  to  be 
given  to  the  others.  They  frequently  need  attention,  par- 
ticularly in  regard  to  better  ways  of  working. 


50  Supervised  Study  in  History 

Guard  against  permitting  the  pupils  to  make  a  crutch  of 
the  teacher.  Give  assistance  only  where  it  is  evident  that 
there  is  a  difficulty  to  overcome.  Avoid  telling  them  what 
they  can  determine  for  themselves.  Help  them  to  reason  by 
questioning,  rather  than  by  giving  them  the  information. 

Conclusion.  —  The  papers  written  by  the  class  during  the 
study  period  should  be  collected  and  reviewed  by  the  teacher. 
Brief  notes  of  the  most  serious  difficulties  must  now  be  made, 
particularly  such  as  concern  false  impressions  and  wrong 
habits  in  studying.  No  attempt  should  be  made  to  rate  and 
return  the  papers.  Merely  list  the  names  of  pupils  needing 
special  attention.  These  should  be  given  particular  attention 
on  the  following  day,  during  the  review  and  study.  In  this 
way  a  teacher  quickly  locates  those  pupils  who  belong  to  each 
of  the  three  groups,  inferior,  average  or  superior. 

Any  statements  written  upon  the  board  should  be  corrected 
with  the  class  before  it  is  dismissed.  A  few  moments  of  the 
time  for  the  study  of  the  assignment  might  be  used  for  this 
purpose.  Encourage  the  pupils  to  suggest  any  necessary 
corrections.  All  the  pupils  will  derive  some  benefit  from  this 
work,  even  though  it  has  not  been  accomplished  by  each 
child. 

Suggestions  on  "  Study  of  the  Assignment  "  for  a  Forty- 
five-minute  or  Sixty-minute  Schedule.  —  Teachers  in  schools 
organized  on  a  basis  of  a  forty-five-minute  or  a  sixty-minute 
schedule  might  find  the  following  suggestions  helpful  if 
home  study  is  required.  A  time  schedule  might  be  adopted 
as  suggested  for  a  ninety-minute  period.  Less  time  should  be 
given  to  each  division,  however.  (See  page  38.)  The  review 
could  be  conducted  in  the  same  manner  as  outlined  for  a  longer 
period.     In  the  assignment  special  emphasis  should  be  put 


Inductive  and  How  to  Study  Lesson  51 

upon  helping  the  class  to  understand  exactly  what  is  to  be 
done  during  the  study  period  at  home. 

Assignment  Notebooks.  —  Assignment  notebooks  would 
be  of  great  value  here.  After  the  teacher  has  developed  the 
problem  and  gone  over,  in  detail,  each  point  to  be  studied, 
after  references  have  been  found  by  the  pupils,  and  pages 
for  each  topic  noted  on  the  board,  each  pupil  should  then  copy 
in  his  notebook  the  assignment  previously  written  upon  the 
board.  This  assignment  could  be  very  similar  to  the  one 
planned  in  Lesson  III  and  other  lessons. 

The  maximum  assignment  for  home  study  might  frequently, 
however,  provide  for  an  amphfication  of  the  minimum  and 
average  assignments,  through  consideration  of  any  supplemen- 
tary material  the  pupils  could  obtain.  This  naturally  would 
have  a  very  wide  range,  and  would  depend  upon  the  individual 
pupil,  according  to  opportunities  afforded  each  through  access 
to  home  or  public  libraries.  It  would  stimulate  and  influence 
outside  reading  and  would  aid  in  training  the  pupil  to  do 
research  work  successfully.  This  will  need  careful  attention 
and  direction  at  the  beginning  until  the  pupils  begin  to  realize 
the  enjoyment  there  is  in  this  type  of  studying. 

A  definite  time  limit  should  be  decided  upon  by  the  teacher 
in  planning  the  lesson.  Each  pupil  should  be  directed  to  keep 
his  own  record  after  each  assignment,  in  the  following  way : 

Time  required  for  home  study 35  min. 

(This  time  should  vary  according  to  lesson  and  grade.) 

Actual  time  spent  in  home  study (50  min.) 

Parts  of  assignment  completed,  —  (I,  II,  III)   or   (I,  II)  or  (I), 

Books  consulted Pages 

Other  Sources 

Day Date 

Name 


52  Supervised  Study  in  History 

This  plan  may  not  be  as  satisfactory  in  some  respects  as 
that  of  having  the  entire  lesson  prepared  in  the  class  under  the 
supervision  of  the  teacher,  but  if  more  time  is  given  to  the 
assignment  than  to  the  review  at  the  beginning  of  the  semester, 
definite  instruction  in  how  to  study  may  be  given.  This  will 
do  much  to  overcome  wrong  ways  of  working,  which  all  too 
often  are  the  result  of  home  study.  When  the  review  indi- 
cates that  a  lesson  has  presented  difficulties  which  have  not 
been  overcome  by  the  majority  of  the  class,  omit  the  assign- 
ment planned,  and  devote  the  entire  period  to  a  How  to  Study 
lesson,  teacher  and  pupils  working  together  until  the  difficul- 
ties are  removed. 

The  pupils  particularly  enjoy  the  assignment  notebook 
plan,  because  it  is  definite  and  helps  them  to  do  their  work  in 
a  systematic  way.  Any  teacher  who  has  ever  followed  this 
plan  with  a  class  realizes  its  value. 


LESSON  IV 

UNIT  OF  INSTRUCTION   I.  — THE   DAWN  OF  HISTORY 
AND   EARLY  LEADERS   OF   CIVILIZATION 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  How  to  Study  Lesson 

The  Review 30  min. 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 


How  to  Study  Lesson  53 

The  Review.  —  Subject  Matter.  The  Egyptians,  Chal- 
deans, Phoenicians,  Hebrews  and  Persians,  as  early  leaders  of 
civilization. 

Method.  A  brief  study  of  the  papers  written  by  the  pupils 
during  the  study  period  of  the  previous  day  will  no  doubt  reveal 
the  fact  that  the  majority  of  the  class  have  failed  to  determine 
the  most  important  facts.  This  is  because  they  do  not  know 
how  to  study.  It  is,  therefore,  necessary  to  work  with  the  class, 
and  again  go  over  the  subject  matter.  Give  them  definite 
directions,  which  will  constantly  require  the  exercise  of  inde- 
pendent judgment.  Impress  upon  them  that  they  are  looking 
for  information  which  will  help  to  solve  their  problem.  They 
need  help  in  knowing  what  facts  are  of  value  and  what 
are  unimportant.  The  following  suggestions  may  prove 
helpful : 

1.  Have  the  problem  of  the  previous  lesson  restated  and 
written  upon  the  board. 

2.  Call  upon  some  of  the  brighter  pupils  to  name  the  people 
who  they  found  were  among  the  early  leaders  of  civilization. 
Have  these  names  also  written  upon  the  board. 

3.  Now  call  upon  several  whose  papers  indicated  that  they 
did  not  know  how  to  select  the  facts  from  the  text. 

4.  Encourage  these  pupils  to  feel  that  they  have  not  failed 
completely,  but  help  them  to  realize  that  their  knowledge  is 
incomplete. 

5.  Tell  the  class  you  are  going  to  help  them  by  showing  them 
how  to  study  the  text. 

6.  Have  the  pupils  open  the  books  at  the  index  in  the  back 
of  the  book.  Explain  the  purpose  of  the  index,  and  show  the 
class  how  to  find  any  topic  desired.  Compare  the  index  with 
the  table  of  contents,  and  show  why  the  former  is  more  help- 


54  Supervised  Study  in  History 

ful.     In  all  future  study,  insist  upon  the  use  of  the  index  for 
finding  a  topic. 

7.  Turn  to  the  reference  given  in  the  index  for  the  "  Chal- 
deans "  (p.  8) ;  call  upon  one  of  the  brighter  pupils  to  read 
the  first  paragraph  aloud,  and  then  re-read  the  most  important 
sentence  in  the  paragraph.  Insist  upon  the  reason  for  the 
decision.  If  an  unimportant  sentence  is  chosen,  help  the 
pupil  to  see  why  it  is  unimportant. 

8.  Consult  the  map,  p.  4,  for  the  location  of  Chaldea;  the 
Tigris  and  the  Euphrates  Rivers. 

9.  Call  upon  other  pupils  to  read  the  following  paragraphs 
about  the  Chaldeans,  helping  them  to  keep  constantly  in  mind 
the  selection  of  the  most  valuable  facts  which  relate  to  their 
problem. 

10.  Study  the  picture  on  p.  10  with  the  class,  when  the 
reference  is  found  in  the  text. 

11.  Call  upon  one  of  the  weaker  pupils  to  summarize  the 
chief  facts  studied  about  the  Chaldeans.  Help  him  to  recall 
these  facts  by  questioning  him,  if  necessary. 

12.  Encourage  the  pupils  to  ask  questions  as  they  read; 
also  urge  them  to  make  a  note  of  any  difficulty  found  during  the 
silent  study  period,  or  to  write  a  question  about  anything  that 
is  not  clear. 

13.  In  the  same  way,  continue  to  review  the  facts  about  the 
Phoenicians,  Hebrews  and  Persians. 

14.  Give  special  attention  to  words  or  sentences  written  in 
italics. 

15.  Study  carefully  all  maps  and  pictures. 

16.  Follow  any  cross  reference  or  note. 

17.  Impress  the  pupils  with  the  fact  that  studying  is  not 
merely  reading  a  certain  number  of  pages  of  any  text.    Avoid 


How  to  Study  Lesson  55 

insisting  upon  too  many  facts.  The  purpose  of  these  few 
lessons  on  the  early  leaders  of  civilization  is  merely  to  give  the 
pupils  the  idea  that  American  history  has  been  influenced  by 
the  history  of  ancient  times. 

The  Assignment.  —  i .  Information  given  by  the  teacher 
as  an  introduction  to  the  future  study  of  the  Greeks.  Greek 
stories  recalled. 

2.  Recognition  of  the  new  problem  by  the  class. 

3,  Definite  directions  for  independent  study. 
Information  given  by  the  Teacher.     An  interesting  way  to 

introduce  the  study  of  the  Greeks  is  to  have  the  pupils  recall 
stories  of  Greece,  read  in  previous  grades,  such  as  "  Jason  and 
the  Golden  Fleece,"  "  Odysseus,"  "  The  Siege  of  Troy,"  etc. 
If  any  pupil  remembers  one  of  these  stories,  ask  him  to  tell  it 
briefly.  If  no  one  remembers  any  story,  tell  a  story  which 
will  arouse  interest.  Write  the  names  of  other  stories  upon 
the  board,  and  urge  the  pupils  to  secure  them  from  the  library. 

Follow  the  story  with  the  location  of  Greece  upon  the  wall 
maps,  and  give  a  few  brief  facts  which  will  serve  to  create  a 
desire  to  know  more  about  the  people  of  this  country. 

Recognition  of  the  New  Problem. —  If  it  is  difficult  at  first  to 
get  a  class  to  state  the  problem  for  study,  do  not  waste  time, 
but  state  the  problem  and  thereby  give  them  an  idea  which 
will  control  their  studying. 

The  Problem:  How  did  the  Greeks  succeed  the  Persians 
in  the  civilization  of  ancient  times  ? 

Directions  for  Study. —  Require  the  pupils  to  read  the  direc- 
tions or  questions  for  study.  Then  help  them  to  find  the  ref- 
erences for  each  topic  or  question.  As  these  are  found,  the 
number  of  the  page  should  be  written  on  the  board  after  each 
topic. 


56  Supervised  Study  in  History 

This  will  give  them  training  in  how  to  use  a  textbook.  If 
it  is  impossible  to  have  two  or  more  sets  of  supplementary 
texts,  attempt  to  plan  the  work  for  study  so  that  the  pupils 
may  have  a  definite  topic  or  question  for  which  to  look,  in  a 
single  text.  Avoid  the  old  form  of  page  assignment.  It  is 
not  conducive  to  purposive  thinking. 

Study  of  the  Assignment.  —  /  or  Minimum  Assignment. 
The  Greeks.     How  they  lived. 

1.  The  Country  of  Greece. 

References :  Woodburn  &  Moran,  "  Introduction  to  Ameri- 
can History,"  pp.  19-20.  Maps,  pp.  19,  59.  (Longmans, 
Green  &  Co.) 

Gordy,  "American  Beginnings  in  Europe,"  pp.  11-13. 
(Scribner's  Sons.) 

2.  Greek  Cities. 

References :  Bourne  &  Benton,  "  Introductory  American 
History,"  p.  18.     (D.  C.  Heath  &  Co.) 

Gordy,  "  American  Beginnings  in  Europe,"  Paragraph  14, 
pp.  17-18.     (Scribner's  Sons.) 

II  or  Average  Assignment.     The  Wars  with  the  Persians. 

3.  Why  did  the  Greeks  fight  the  Persians? 

Reference :  Bourne  &  Benton,  "  Introductory  American 
History,"  pp.  11-17. 

III  or  Maximum  Assignment.  The  Result  of  the  Persian 
Wars, 

4.  How  did  the  victory  of  the  Greeks  have  any  connection 
with  American  history  ? 

Reference  :  Woodburn  &  Moran,  "  Introduction  to  American 
History,"  pp.  28-29. 

Verification.  — •  In  order  that  the  teacher  may  know  defi- 
nitely whether  the  lesson  has  been  planned  within  the  ability 


Hmo  to  Study  Lesson  57 

of  the  pupils  to  accomplish  the  work  in  the  given  time,  it  is 
necessary  to  have  some  check  upon  how  much  has  been  ac- 
complished by  each  pupil.  The  teacher  has  discovered  the 
amount  accomplished  only  by  those  with  whom  he  has  been 
working  during  the  silent  study  period. 

A  very  easy  way  to  determine  how  much  each  pupil  has 
accomplished  is  to  give  each  one  a  permanent  number.  At 
the  close  of  the  study  period,  ask  all  who  were  still  working  on 
or  had  finished  only  the  first  part  of  the  assignment,  or  No.  I, 
to  stand  and  give  their  numbers.  Each  number  can  be  quickly 
written  down  as  it  is  given.  A  plus  sign  after  a  number  might 
indicate  that  the  pupil  had  completed  that  part  of  the  assign- 
ment. In  the  same  way,  determine  how  many  were  working 
on,  or  had  finished,  No.  II  and  No.  III. 

In  this  way  a  teacher  not  only  knows  how  many  have  com- 
pleted each  part,  but  also  the  individual  pupil  in  each  group. 
Later  in  the  term,  when  one  is  thoroughly  familiar  with  the 
ability  of  each  pupil,  the  total  number  in  each  group  would  be 
sufficient  to  prove  whether  the  lesson  was  satisfactory,  too 
difficult  or  too  easy.  If  a  very  large  number  have  not  accom- 
plished the  minimum  assignment,  it  may  be  assumed  that  the 
lesson  is  too  difficult,  or  too  long.  If  the  majority  have  reached 
the  maximum,  the  lesson  is  too  simple,  or  more  could  have 
been  done  by  the  superior  group.  A  normal  distribution  in  a 
class  of  thirty-five  pupils  might  be :  minimum,  5 ;  average, 
24  ;  maximum,  6.  This  is  another  way  of  determining  who 
needs  special  attention  during  the  review,  the  following  day. 

Before  dismissing  the  pupils  urge  them  to  look  for  pictures 
of  Greek  buildings  as  well  as  for  books  containing  stories  about 
the  Greeks. 


58  Supervised  Study  in  History 

LESSON  V 

UNIT  OF  INSTRUCTION  I.  — THE  EARLY  LEADERS  OF 
CIVILIZATION 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  Deductive  Lesson 

Time  Schedule 

The  Review        25  min. 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  Greeks.  (See  the 
problem  and  assignment  for  study  in  the  previous  lesson.) 

Method.  The  problem  and  plan  for  study  of  the  previous 
lesson  should  be  written  upon  the  board  in  the  same  form  as 
upon  the  preceding  day,  with  the  exception  that  the  refer- 
ences should  be  omitted.  Call  upon  a  pupil  who  was  work- 
ing in  the  minimum  assignment  to  come  to  the  front  of  the 
room,  and  give  a  complete  recitation  upon  the  first  topic,  — ■ 
The  Country  of  Greece,  —  using  the  map  to  illustrate  when- 
ever necessary.  Insist  upon  a  brief,  accurate  account,  with  a 
statement  concerning  the  source  of  information.  If  impor- 
tant facts  are  omitted  or  errors  made,  allow  others  to  give  cor- 
rections, ask  questions  for  additional  information,  or  add  any 
valuable  fact  pertaining  to  the  topic.  Do  not  allow  time 
to  be  spent  upon  unimportant  details. 


Deductive  Lesson  59 

It  is  necessary  to  know  how  thoroughly  those  who  reach  the 
maximum  assignment  have  prepared  the  minimum  and  average 
assignments.  If  the  latter  have  been  superficially  studied, 
stop  at  this  point,  and  strongly  emphasize  the  disadvantages 
to  the  pupil  in  this  kind  of  studying.  Insist  upon  quality 
before  quantity. 

Continue  the  review  in  this  manner,  calling  upon  the  inferior 
pupil,  as  well  as  upon  the  average  and  superior.  Send  any 
pupil  who  is  uncertain  or  confused  back  to  the  text  to  deter- 
mine the  correct  information.  Give  special  emphasis  to  the 
more  important  topics,  such  as  No.  4,  under  III.  (See 
Lesson  IV.)  Note  any  points  which  need  further  drill  or 
study. 

Conclude  the  review  by  adding  a  few  facts  to  supplement 
the  ideas  already  obtained,  or  by  allowing  any  pupil  who  has 
read  one  of  the  Greek  myths  to  tell  the  story  to  the  class. 

The  Assignment.  —  i .  Lead  the  pupils  to  realize  that  they 
have  not  yet  obtained  sufficient  data  for  the  solution  of  their 
problem. 

2.  Continue  the  study  of  the  same  problem  by  mentioning 
some  of  the  important  facts  about  which  they  must  study 
before  they  can  tell  "  how  the  Greeks  succeeded  the  Persians 
in  the  civilization  of  ancient  times.' 

Tell  the  class  that  the  people  of  any  nation  must  be  good 
citizens  of  their  country  before  it  can  become  a  leader  among 
other  nations.  Briefly  discuss  the  meaning  of  citizenship  here 
in  America.  Then  read  to  the  class  the  Athenian  Oath,  explain 
its  meaning,  and  show  the  pupils  that  the  Greek  idea  of  citizen- 
ship is  also  our  present  idea  of  good  citizenship.  This  will 
interest  the  class  so  that  more  information  concerning  the 
Greeks  as  citizens  will  be  desired. 


6o  Supervised  Study  in  History 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 
The  Greeks  as  Citizens.  (Insist  upon  pupils  finding  refer- 
ences as  in  previous  lessons.) 

1.  How  did  the  Greeks  of  ancient  times  compare  in  patriot- 
ism with  American  people  of  to-day  ?  Reference :  Woodburn 
&  Moran,  p.  20. 

2 .  What  was  one  privilege  granted  to  Greek  citizens  and  one 
duty  required  of  them?     Reference :  Gordy,  p.  43. 

3.  What  was  the  purpose  of  the  Greek  assembly  ?  How  did 
it  differ  from  our  law-making  body  ?     Reference :  Gordy,  pp. 

43.  44. 

4.  Memorize  the  Athenian  Oath.  Reference:  Wood- 
burn  &  Moran,  p.  29. 

II  or  Average  Assignment.  The  Training  of  the  Boys  and 
Girls  of  Greece. 

5.  Why  did  the  Athenians  and  Spartans  give  so  much  atten- 
tion to  the  physical  training  of  their  boys  ?  Reference :  Gordy, 
pp.  38-41. 

///  or  Maximum  Assignment.     The  Olympic  Games. 

6.  Read  the  reference  in  Gordy,  pp.  41-42,  and  then  write  at 
the  board  a  description  of  these  games. 

Verification.  —  Read  and  discuss  the  paragraphs  written 
upon  the  board  ;  also  determine  how  many  were  working  upon 
the  different  parts  of  the  assignment.  Save  all  pictures  and 
supplementary  material  for  a  definite  time,  when  special  atten- 
tion may  be  given  to  them.  Dismiss  the  class  with  one  or  two 
brief  statements  concerning  something  to  which  they  may  look 
forward.  Give  them  an  idea  of  what  is  in  store  for  them  ;  not 
a  real  picture,  but  simply  a  gHmpse,  —  only  enough  to  arouse 
their  curiosity. 

For  Whom  Planned. — These  five  lessons,  as  previously  stated, 


Deductive  Lesson  6i 

have  been  planned  particularly  for  a  Seven  B  Grade,  which 
is  just  beginning  the  study  of  American  history.  The  method, 
however,  may  easily  be  adapted  to  any  grade.  All  grades 
would  be  greatly  benefited  at  the  beginning  of  a  semester  by  a 
series  of  lessons  on  how  to  study. 

Since  the  first  three  units  of  instruction  might  be  the 
amount  required  of  a  Seven  B  Grade  within  a  period  of  twenty 
weeks,  or  one  semester,  more  than  one-third  of  the  time  could 
be  spent  upon  the  first  unit.  Progress  in  covering  subject 
matter  is  necessarily  slow  at  the  beginning  of  the  semester, 
until  students  have  gained  some  power  in  right  ways  of 
thinking. 

General  Statement  concerning  Future  Lessons.  —  The 
purpose  of  these  early  lessons  should  be  merely  to  give  the 
pupils  a  very  general  glimpse  of  the  lives  of  the  people  who 
directly  or  indirectly  influenced  the  history  of  our  country. 
Only  a  very  few  of  the  most  important  topics  can  be  studied. 
A  series  of  similar  lessons  should  be  planned,  bearing  upon 
Greek  history,  through  the  consideration  of : 

1.  The  Greeks  as  artists  and  builders. 

2.  The  Greeks  as  writers. 

3.  Great  heroes  or  leaders  of  the  Greeks. 

4.  The  Greeks  as  colonizers. 

5.  The  spread  of  Greek  civilization.  (Not  more  than 
four  lessons.) 

In  the  same  way  a  very  general  study  of  Roman  his- 
tory should  be  made,  with  the  purpose  constantly  in  mind 
of  giving  the  pupils  a  more  definite  understanding  of  the 
growth  of  civilization,  and  how  a  new  nation  is  dependent 
upon  the  mother  country  for  its  civilization.  (At  least  four 
lessons.) 


62  Supervised  Study  in  History 

Following  the  study  of  the  Romans,  possibly  three  lessons 
should  be  given  to  show  the  influence  of  the  Germans  upon  the 
early  civilization  of  Europe.  The  study  of  the  first  unit  of 
instruction  may  then  be  concluded  with  at  least  two  lessons 
on  the  early  history  of  England,  in  which  only  a  brief  glimpse 
should  be  given  of  such  points  as : 

King  Alfred  and  the  English. 

King  Alfred  and  the  Danes. 

EngHsh  life  under  the  Feudal  System. 

This  will  lead  to  a  study  of  the  second  unit  of  instruction, 
"  Events  Leading  to  the  Discovery  of  America." 

Only  a  very  general  estimate  of  the  number  of  lessons  to  be 
devoted  to  each  division  of  a  unit  of  instruction  is  attempted 
in  this  discussion.  The  number  cannot  be  arbitrarily  fixed, 
but  must  vary  to  meet  the  needs  of  the  particular  class  receiv- 
ing instruction. 

A  Red  Letter  Day  might  be  provided  for  at  the  conclusion 
of  the  study  of  the  Greeks  and  Romans,  and  again  at  the 
completion  of  the  first  unit  of  instruction.  This  is  an  oppor- 
tunity for  a  complete  summary  through  the  means  of  a  Social- 
ized Recitation.  One  may  provide  for  this  days  or  even 
weeks  in  advance,  and  thus  give  the  pupils  something  pleasur- 
able to  anticipate.  They  readily  appreciate  the  fact  that  a 
lesson  of  this  character  is  an  occasion  for  the  contribution  of 
items  of  special  interest.  A  spirit  of  good-natured  rivalry  is 
thus  developed  with  the  result  that  children  will  do  a  vast 
amount  of  "  research  "  in  order  to  be  able  to  contribute  valu- 
able information.  There  is  no  more  delightful  proof  that  our 
pupils  are  acquiring  an  interest  in  history  than  is  demonstrated 
by  the  contribution  of  items  pertinent  to  the  question  under 
consideration. 


Review  and  "Red  Letter''  Lesson  63 

LESSON  VI 

UNIT  OF  INSTRUCTION  I.— THE  DAWN  OF  HISTORY 
AND   EARLY  LEADERS  OF   CIVILIZATION 

Grade,  —  Seven  B  Time,  90  minutes 

Lessons   Type. —  A  Re-View.     A  ''Red  Letter   Day" 

Lesson 

Time  Schedule 

Study 30  min. 

Physical  Exercises       5  min. 

Program 55  min. 

Time-keeper 

The  Program.  —  Subject  Matter.  Any  topics  of  importance 
or  special  interest  studied  under  the  first  unit  of  instruction. 

Method.  —  How  to  Prepare  the  Program.  This  type  of 
lesson  requires  a  longer  period  of  time  to  prepare  than  any 
other.  It  is,  therefore,  the  result  of  a  series  of  lessons  upon 
some  question  or  division  of  history.  The  term  Red  Letter 
Lesson  seems  particularly  applicable  because  of  the  vivid 
impression  such  lessons  make  upon  the  minds  of  the  pupils. 
It  is  a  day  to  which  they  have  long  looked  forward.  It  has 
been  frequently  mentioned,  and  definite  preparations  have 
been  made  for  it,  during  the  study  of  the  first  unit  of  in- 
struction. The  pupils'  anticipation  of  this  day,  together 
with  their  preparation,  individually  or  in  groups,  makes  the 
term  Red  Letter  Lesson  most  appropriate. 

Such  a  lesson  may  be  provided  for  in  several  ways.  An 
ingenious  teacher  will  find  that  it  presents  remarkable  possibili- 
ties. The  preparation  of  a  special  program,  a  debate,  or 
the  dramatization  of  some  event  in  history,  arc  three  ways  in 
which  a  lesson  of  this  character  might  be  conducted.     In  plan- 


64  Supervised  Study  in  History 

ning  a  Red  Letter  Lesson  in  the  form  of  a  special  program,  the 
following  suggestions  may  prove  helpful : 

The  evaluation  of  the  unit  of  instruction  to  be  taught  will 
determine  the  number  of  lessons  necessary.  This  will  enable 
a  teacher  to  plan,  from  the  first  lesson  on  any  unit  of  instruc- 
tion, a  Red  Letter  Lesson  to  be  given  as  a  climax  to  the  study 
of  any  particular  unit.  As  the  work  progresses  from  day  to 
day,  good  material  in  the  form  of  special  reports  given  by 
individual  pupils,  an  especially  good  dissertation  on  any 
topic,  valuable  research  work,  —  in  fact,  anything  which  will 
help  to  make  an  interesting  program  should  be  saved.  This 
is  an  excellent  incentive  to  the  members  of  a  class.  They 
should  be  told  why  this  material  is  worth  saving. 

The  first  lesson  of  this  type  with  a  Seventh  Grade  needs  very 
definite  planning  by  the  teacher.  Allow  the  members  of  the 
class  to  assume  just  as  much  responsibility  as  practicable. 
This  develops  initiative.  Encourage  them  to  suggest  topics 
which  are  interesting  as  well  as  instructive.  A  few  days 
previous  to  the  day  upon  which  the  lesson  is  to  be  given,  the 
teacher  should  ascertain  just  what  the  class  has  to  contribute. 
The  members  of  the  class  might  then  be  permitted  to  choose 
a  committee  which  would  work  with  the  teacher  in  arranging  a 
definite  program.  If  the  contributions  made  by  the  class  are 
not  broad  enough  to  cover  the  essential  points  which  need 
to  be  considered,  other  topics  should  be  added  and  assigned  to 
pupils  who  have  not  contributed.  Allow  only  brief  reports  and 
insist  upon  accurate  statement  of  facts.  The  source  of  infor- 
mation should  be  given  by  each  child  as  he  recites.  Provide  an 
opportunity  for  as  many  pupils  as  possible  to  have  some  part, 
however  slight  it  may  be,  in  the  program.  Several  pupils  may 
be  needed  to  recite  upon  one  number  on  the  program. 


Review  and  ^^ Red  Letter''  Lesson  65 

Pupils  of  this  grade  should  be  given  specific  references 
for  any  extra  research  work  required.  Eighth  grade  or  high 
school  pupils  should  be  encouraged  to  find  their  own  material. 
A  careful  record  of  the  source  of  information  must  be  kept  by 
each  pupil,  and  any  discussion  resulting  from  statements  con- 
sidered erroneous  should  be  settled  by  having  passages  read 
from  the  books  used  as  authorities.  Always  insist  upon  pupils 
being  able  to  present  satisfactory  proof  of  their  statements. 
It  is  only  in  this  way  that  we  can  train  pupils  to  be  independent 
thinkers.  An  opinion  is  of  little  value  unless  one  has  a  definite 
reason  for  having  such  an  opinion. 

Ho-d)  to  Conduct  the  Program.  If  possible,  allow  the  class 
to  invite  the  pupils  of  another  class  to  share  the  program  with 
them.  Begin  the  lesson  by  permitting  the  class  to  elect  a 
chairman.  The  chairman  should  then  give  to  the  visiting 
class  a  few  brief  statements  concerning  the  lesson.  He  should 
have  a  copy  of  the  program  and  announce  each  number.  If 
the  program  is  written  on  the  blackboard  the  pupils  may  be 
even  more  interested.  The  following  program  is  merely 
suggestive : 

A   RED   LETTER   LESSON 

ON 

THE   DAWN    OF  HISTORY 

AND 

EARLY    LEADERS    OF  CIVILIZATION 

PROGRAM 

I.     The  meaning  of  the  dawn  of  history. 

(Pupil's  Name) 

II.     The  homes  of  the  people  who  were  known  as  early  leaders 
of  civilization. 
(Illustrated  by  simple  map  previously  drawn  on  board.) 

F 


66  Supervised  Study  in  History 

III.  Why  the  Egyptians  were  among  the  early  leaders  of  civili- 

zation. 

IV.  Important  facts  about  the  people  of  ancient  history. 

V.     The   Greeks  —  where  they  lived.     (Blackboard    or   wall 
map.) 
VI.     What  the  Greeks  did  for  the  extension  of  civilization. 
VII.     Description  of  pictures  of  Greek  life. 
VIII.     Great  leaders  of  the  Greeks. 

(Several   pupils   called   upon,   each  giving  a  different 
character.) 
IX.     Great  leaders  of  the  Romans. 
X.     Greek  and  Roman  citizens. 

XI.     Greece  of  ancient  times  compared  with  Greece  of  to-day. 
XII.     How  and  why  the  Romans  lost  their  power. 

XIII.  The  meaning  of  the  period  of  history  known  as  the  Dark 

Ages. 

XIV.  The  influence  of  Roman  civilization  upon  the  history  of 

England. 
XV.     A  list  of  books  consulted  during  the  study  of  the  early 
leaders  of  civilization. 
XVI.     Brief  discussion  and  correction  of  any  errors  made  during 
the  program. 

These  topics  may  seem  rather  difficult  for  a  seventh  grade. 
It  must  be  kept  in  mind,  however,  that  this  does  not  require 
an  exhaustive  study  of  details.  The  strong  impression  of  a 
few  general  facts  is  our  chief  concern  here.  The  detailed  study 
of  ancient  history  will  come  later  when  the  pupils  are  more 
capable  of  doing  the  kind  of  reasoning  required. 

The  thirty-minute  study  period  preceding  the  program 
should  be  devoted  to  a  general  review  of  the  facts  to  be  con- 
sidered. After  a  few  lessons  of  this  kind,  the  planning  of  future 
lessons  can  be  very  largely  intrusted  to  the  pupils. 

Committees  appointed  by  the  class  to  prepare  different 
parts  of  the  program  will  prove  to  be  very  effective.    It  is 


Expository  Lesson  67 

frequently  most  surprising  to  see  the  ability  pupils  show,  if 
given  an  opportunity  to  assume  responsibility. 

LESSON  VII 

UNIT    OF   INSTRUCTION  ?II.  — EVENTS   LEADING    TO  THE 
DISCOVERY  OF  AMERICA 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  An  Expository  Lesson 

Time  Schedule 

The  Review       ' 25  min.' 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 10  min. 

Time-keeper 

The  Review.  —  Subject  Matter,  a.  The  Germans.  The 
effect  upon  Europe  of  their  conquest  of  the  Romans,  b.  The 
Dark  Ages.     Meaning  and  influence. 

Method.  Since  several  lessons  on  the  English  have  inter- 
vened, as  well  as  a  Red  Letter  Lesson  for  the  purpose  of  sum- 
marizing the  most  important  points  under  the  first  unit  of 
instruction,  the  method  for  this  review  might  well  be  in  the 
form  of  reports  upon  topics  pertaining  to  the  subject  matter 
mentioned  above.  These  topics  might  be  assigned  to  the  class 
by  rows,  several  days  previous  to  the  teaching  of  the  lesson. 
Since  this  is  a  Seven  B  class,  definite  sources  of  information 
should  be  given  to  those  directed  to  prepare  each  topic,  if 
sources  other  than  the  text  are  available. 


68  Supervised  Study  in  History 

Assign  a  different  topic,  if  possible,  to  each  row.  Let  each 
row  then  represent  a  team.  Begin  the  review  by  permitting 
the  class  to  nominate  a  presiding  officer,  who  should  then  take 
charge  of  the  review.  Direct  the  time-keeper  to  divide  the 
time  for  review  among  the  rows.  If  there  are  five  rows  in  the 
class,  each  row  might  be  entitled  to  five  minutes. 

The  presiding  officer  now  calls  upon  a  pupil  in  the  first 
row.  This  pupil  comes  to  the  front  of  the  room,  and  as  briefly 
as  possible  gives  the  facts  he  considers  most  vital  as  a  result 
of  studying  the  topic  assigned  his  row.  If  he  is  well  prepared 
and  is  accurate  in  his  statement  of  facts,  he  should  be  allowed 
the  entire  five  minutes,  if  necessary.  If  the  pupil  first  called 
upon  is  poorly  prepared,  or  unable  to  make  a  satisfactory  reci- 
tation, the  presiding  officer  calls  upon  others  in  the  same  row 
to  recite,  until  the  time-keeper  calls,  "  Time."  In  the  same 
manner,  each  row  should  have  an  opportunity  for  a  five-minute 
dissertation  upon  the  topic  assigned.  Conclude  this  review 
by  permitting  the  class  to  decide  which  team  did  the  best 
work. 

This  kind  of  work  does  not  necessitate  preparation  outside 
of  school.  Pupils  who  are  eager  and  able  to  do  extra  research 
work  in  home  or  public  libraries  should  not  be  discouraged  from 
doing  so.  The  topics  might  be  given  as  an  average  assignment 
at  the  time  of  the  study  of  the  Germans,  and  the  period  of 
history  known  as  the  "  Dark  Ages."  The  pupils  will  be  eager 
to  do  supplementary  reading  when  they  know  any  pupil  may 
be  called  upon  to  represent  his  "  team." 

The  Assignment.  —  i.  An  exposition  given  by  the  teacher  to 
help  the  pupils  understand  the  length  of  time  represented  by 
the  different  periods  of  history.  This  is  something  that  is 
difl&cult  for  young  pupils  to  comprehend,  and  is,  therefore^  the 


Expository  Lesson  69 

occasion  for  an  expository  lesson.  Future  lessons  will  be 
better  understood  if  the  pupils  are  given  an  idea  of  the  histori- 
cal setting  and  time  of  the  great  events  to  be  studied. 

A  very  brief  outline  might  be  written  on  the  board  as  the 
different  periods  are  described.  Allow  the  pupils  to  contrib- 
ute wherever  possible.  The  expository  lesson  should  briefly 
outline  the  following  points : 

1.  Ancient  History.  —  Time,  —  about  5000  B.C.  to  476  A.  d. 
a.  Eastern  Nations  —  (Egypt,  Chaldea,  Persia,  Phoe- 
nicia). 

h.  Greece. 
c.   Rome. 

2.  Mediaeval  or  Middle  Ages.  —  Time,  —  476  to  1492. 
a.  Dark  Ages  —  476-800. 

h.  Middle  Ages  Proper  —  800-1300. 

c.   Renaissance  or  Revival  of  Learning  —  1300-1492. 

3.  Modern  History  —  1492-1917. 

An  expository  lesson  should  be  given  by  the  teacher  at  such 
points  throughout  the  course  where  pupils  need  help  in  linking 
up  events.  Otherwise  their  conception  of  history  would  be 
only  a  knowledge  of  isolated  facts.  It  is  very  difficult  to  give 
pupils  a  definite  idea  of  time.  This  might  be  made  more  vivid 
if  each  period  of  history  were  represented  by  drawing  a  line 
upon  the  blackboard  in  colored  chalk.  Such  a  line  drawn  in 
three  colors,  a  color  for  each  period,  to  the  scale  one  inch  = 
100  years,  would  show  the  proportionate  length  of  time  of 
each  period.  A  larger  scale  would  be  more  valuable  if  there 
is  room.  It  must  be  one  continuous  line,  however.  Strips  of 
colored  paper  might  be  used  in  the  same  way.  The  more 
diagrams  and  illustrations  used  in  an  expository  lesson,  the 
more  vivid  will  be  the  impressions. 


70  Supervised  Study  in  History 

The  review  brought  out  the  cause  of  the  Dark  Ages.  The 
new  problem  before  the  class  will  now  be  : 

2.  Problem:  What  was  the  great  historical  event  of  the 
Middle  Ages? 

After  an  expository  lesson  similar  to  the  one  suggested 
above,  the  teacher  might  state  the  problem  for  the  class. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 
The  Need  for  the  Crusades. 

1.  Why  did  the  people  from  all  parts  of  Europe  go  to  the 
Holy  Land?  (pp.  203-204). 

2.  How  long  did  these  journeys  continue?  (pp.  203-204). 

3.  What  was  the  result  of  the  capture  of  Jerusalem  by  the 
Turks?  (pp.  204-206). 

4.  How  many  Crusades  were  there  and  how  long  a  period 
of  history  did  they  cover?  (p.  218). 

II  or  Average  Assignment.  The  Reasons  for  the  Cru- 
sades. 

5.  Make  a  Hst  of  the  motives  or  reasons  which  led  the 
people  to  join  the  Crusades. 

///  or  Maximum  Assignment.  Interesting  Stories  of 
the  Crusades. 

Select  the  book  you  find  most  interesting  and  read  the  stories 
told  concerning  the  Crusades. 

Possible  References. 

I.  Gordy,  "American  Beginnings  in  Europe"  (Scribner's), 
(pp.  203-206,  218). 

n.  Gordy  (p.  209).  Woodburn  &  Moran,  "Introduction 
to  American  History"  (Longmans,  Green  &  Co.),  (p.  170). 

III.  Gordy  (Chap.  XIX,  pp.  203-218).  Woodburn  & 
Moran  (pp.  158-170).  Nida,  "Dawn  of  American  History 
in  Europe  "  (Macmillan),  (pp.  201-222). 


Dedtictive  Lesson  71 

LESSON  VIII 

UNIT  OF  INSTRUCTION  II.— EVENTS  LEADING  TO  THE 
DISCOVERY  OF   AMERICA 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  A  Deductive  Lesson 

Time  Schedule 

The  Review 30  min. 

The  Assignment 15  min. 

Physical  Exercises        5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper  

The  Review.  —  Subject  Matter,  a.  The  Three  Periods  of 
History,     b.  The  Crusades  —  (The  Causes). 

Method.  The  first  five  minutes  of  the  time  for  the  review 
might  be  spent  by  allowing  each  member  of  the  class  to  write 
a  question,  based  upon  the  subject  matter  studied  in  the 
previous  lesson.  (See  Lesson  VII.)  Encourage  pupils  to 
write  questions  upon  points  concerning  which  more  informa- 
tion is  desired.  Each  pupil  should  write  his  name  on  the  back 
of  the  slip  containing  the  question. 

These  questions  should  be  collected  and  re-distributed. 
Each  pupil  should  then  be  given  a  number.  A  score-keeper 
and  two  judges  should  be  selected  by  the  teacher,  or,  better 
still,  by  the  class.  A  chart  similar  to  the  following  should 
be  drawn  on  the  board  i)revious  to  the  entrance  of  the  class. 
(Allow  the  pupils  to  do  just  as  much  of  this  work  as  possible.) 
Many  ways  will  suggest  themselves  to  a  teacher  by  which 


72 


Supervised  Study  in  History 


interest  may  be  aroused  and  attention  gained.     No  plan  is  too 
trivial  to  receive  consideration. 


Record  Chart 


Pupil's 
No. 


Question  Accepted 


Source  of 
Information 


Correct  Ans.  (  +  ) 
Incorrect  Ans.  (o) 


3 
4 
5 
6 

7- 
8. 
Etc. 


Yes. 


No. 

Yes. 


G.;  W.  &M. 


+ 


B.  &B. 


Numbers  on  the  chart  should  be  consecutive  as  high  as 
there  are  members  in  the  class.  The  score-keeper  now  takes 
his  place  at  the  board  and  calls  a  number.  (Do  not  allow 
this  pupil  to  call  the  numbers  in  order.)  The  pupil  having  the 
number  called,  rises  and  reads  the  question  on  the  slip. 

The  two  judges  previously  selected  act  with  the  teacher 
in  deciding  whether  or  not  the  question  is  satisfactory.  If 
accepted,  the  score-keeper  writes  "  Yes  "  in  the  second  col- 
umn ;  if  rejected,  the  judges  tell  why,  each  judge  being  given 
an  opportunity  upon  a  different  question.  The  score-keeper 
writes  "  No  "  for  all  questions  rejected. 

The  pupil  who  reads  the  question  now  gives  his  source  of 
information,  which  is  recorded  by  the  score-keeper,  by  giving 
the  initials  of  author  of  texts,  or  abbreviations  of  other  sources. 
The  answer  is  given  next,  and  if  correct,  the  score-keeper 
checks  by  putting  the  "  plus  "  sign  in  the  next  column.     If 


Deductive  Lesson  73 

incorrect,  the  "  zero  "  sign  should  be  mdicated  in  the  same 
way.  Any  incorrect  or  incomplete  answer  should  be  recog- 
nized and  corrected  by  the  members  of  the  class  as  described 
in  previous  lessons. 

In  case  similar  questions  are  asked  by  several  pupils,  and  are 
consequently  rejected,  an  opportunity  is  given  for  the  teacher 
to  ask  any  vital  questions  which  have  not  been  brought  out 
through  the  pupils'  questions.  Work  of  this  kind  requires  the 
teacher's  closest  supervision.  Pupils  must  not  be  allowed  to 
waste  time  over  trivial  points.  The  constant  attention  of 
the  teacher  is  required  to  control  the  work  successfully. 

Advantages  of  this  Form  of  Review.  —  It  may  not  be  out  of 
place  to  remind  the  reader  that  reviews  of  this  kind  have  cer- 
tain distinct  advantages. 

1.  The  pupils  are  actually  doing  the  work. 

2.  The  delegation  of  responsibility  adds  interest  and  secures 
attention. 

3.  The  provision  for  accuracy  "of  question  and  answer  gives 
pupils  training  in  the  value  of  correct  work. 

4.  The  socializing  influence  resulting  from  pupils  and 
teachers  working  together  creates  an  ideal  situation  in  a  class- 
room. Slight  occasion  for  formal  discipline  is  necessary  where 
a  genuine  interest  has  been  aroused. 

5.  The  training  given  pupils,  by  which  they  learn  to  respect 
the  opinion  of  others,  is  a  valuable  lesson  in  good  citizenship. 

6.  The  Record  Chart  indicates  where  individual  attention 
is  needed  during  the  study  period.  A  question  or  statement 
given  to  a  pupil  whose  question  was  rejected,  or  whose  answer 
was  incorrect,  will  help  both  pupil  and  teacher. 

The  Assignment.  —  The  study  of  the  assignment  in  Les- 
son VII  naturally  results  in  the  desire  to  know  what  effect  the 


74  Supervised  Study  in  History 

Crusades  had  upon  the  history  of  Europe,  during  the  Middle 
Ages.  A  few  brief  statements  by  the  teacher  will  lead  the 
pupils  to  recognize  their  own  problem,  which  should  be  stated 
very  simply,  viz. : 

Our  Problem  :   What  were  the  results  of  the  Crusades  ? 

A  few  pupils  may  have  gained  some  information  upon  this 
question  during  their  study  of  the  previous  lesson.  Permit 
such  pupils  to  tell  only  enough  to  create  among  the  others  a 
desire  to  know  more  about  this  question.  For  those  who 
already  have  some  information,  a  question  or  two  which  will 
require  further  research  will  be  sufficient  to  convince  them 
that  more  study  is  necessary. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 
The  Effect  of  the  Crusades  upon  Commerce. 

1.  Why  did  Italian  cities  such  as  Venice  and  Genoa  profit 
as  a  result  of  the  Crusades?  (p.  220), 

2.  Make  a  list  of  the  articles  the  Venetians  transported : 

(a)  From  the  East  to  the  West. 

(b)  From  the  West  to  the  East  (p.  221). 

3.  How  were  these  Eastern  products  distributed  among  the 
people  of  Europe?  (pp.  221-222). 

II  or  Average  Assignment.  What  the  people  of  Europe 
learned  from  the  people  of  the  East. 

4.  What  were  some  of  the  things  adopted  by  the  people  of 
Europe  as  a  result  of  the  journeys  to  the  Holy  Lands  ?  W. 
&M.  (p.  171),  G.  (p.  222). 

5.  In  what  other  ways  were  the  Crusades  a  benefit  to  the 
people  during  the  Middle  Ages?  G.  (pp.  223-228),  N.  (pp. 
223-231). 

References :  I  and  II.  Gordy,  "  American  Beginnings  in 
Europe  "  (Scribner's) ,  pp.  219-228. 


Deductive  Lesson  75 

Nida,  "  Dawn  of  American  History  in  Europe  "  (Macmil- 
lan),  pp.  223-231. 

Woodburn  &  Moran,  "  Introduction  to  American  History  " 
(Longmans,  Green  &  Co.),  pp.  170-172. 

///  or  Maximum  Assignment.  Questions  prepared  for 
to-morrow's  Review. 

Pupils  completing  I  and  H  may  serve  on  a  committee  which 
will  prepare  the  questions  for  the  class.  These  pupils  should 
be  allowed  to  work  together  very  quietly  in  one  section  of 
the  room.  The  questions  should  aim  to  cover  the  important 
points  in  the  lesson  just  studied.  If  a  large  number  reach  the 
maximum,  two  committees  might  be  formed,  —  one  to  prepare 
the  questions ;  the  other,  to  judge  of  their  worth. 

This  kind  of  maximum  assignment  gives  the  pupils  an  op- 
portunity to  work  together  in  small  groups,  in  attempting  to 
apply  immediately  the  ideas  gained  from  the  suggestions  and 
corrections  resulting  from  the  work  done  in  the  review  at  the 
beginning  of  the  period. 

A  minimum  of  four  lessons  might  be  given  on  this  second 
unit  of  instruction.  A  lesson  .should  be  given  on  Marco 
Polo's  ^  Travels  and  the  Fall  of  Constantinople,  with  its 
results.  Follow  this  by  a  final  lesson  in  which  the  Renais- 
sance period  should  be  made  clear  to  the  pupils.  These  les- 
sons will  give  the  class  sufhcient  background  to  begin  the 
study  of  the  discovery  and  exploration  of  America. 

Teachers  should  guard  against  the  inclination  to  teach  any 
of  the  topics  mentioned  in  the  first  and  second  units  in  too 
great  detail.  Many  events  should  purposely  be  omitted.  It 
is  not  our  purpose  to  teach  Greek  or  Roman  history  at  this 

'  Chapter  I  of  Beard-Bagley,  "The  History  of  the  American  People," 
Macmillan,  1918,  contains  valuable  information  upon  this  topic. 


76  Supervised  Study  in  History 

time.  Neither  is  it  our  aim  to  teach  all  the  great  events  of 
the  Middle  Ages ;  therefore,  a  discrimination  must  be  made 
and  only  such  facts  taught  as  have  a  direct  relation  to  Ameri- 
can history.  The  second  unit  of  instruction  may  be  regarded 
as  a  connecting  link  and  so  does  not  require  the  time  that 
should  be  given  to  some  of  the  others, 

LESSON  DC 

UNIT  OF  INSTRUCTION  III.  — THE  DISCOVERY  AND   EX- 
PLORATION OF  AMERICA.  — I.  THE  DISCOVERY 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  A  Socialized  Lesson 

Time  Schedule 

The  Review        30  min. 

The  Assignment 25  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 25  min. 

Verification 5  min. 

Time-keeper     

The  Review.  —  Subject  Matter.  A  brief  summary  of  the 
events  leading  to  the  discovery  of  America. 

Method.  A  day  or  two  previous  to  the  teaching  of  this 
lesson,  the  pupils  might  be  urged  to  submit  any  topics  or 
questions  relating  to  the  second  unit  of  instruction,  which  had 
presented  any  difficulties  or  concerning  which  more  informa- 
tion might  be  desired.  From  these  topics  the  teacher  should 
prepare  questions,  adding  or  omitting  any  which  prove  to 
be   unimportant.     Ten    questions  will   be    sufficient,  if  care 


Socialized  Lesson  77 

is  given  to  the  thought  required  in  answering  each.  The 
question  to  be  read  first  should  be  numbered  "  One."  All 
others  should  contain  no  numbers.  Special  emphasis  should 
be  placed  on  questions  pertaining  to  the  trade  routes  controlled 
by  Venice  and  Genoa  before  the  capture  of  Constantinople, 
and  the  later  demand  for  exploration. 

At  the  beginning  of  the  period,  the  class  should  elect  a 
judge  and  a  member  of  the  class  to  conduct  the  review.  These 
pupils  should  be  given  seats  in  the  front  of  the  room  facing  the 
class.  The  slips  containing  the  questions  then  may  be  given 
to  the  "  conductor."  Directions  similar  to  the  following  are 
necessary : 

"  The  conductor  may  read  the  question  numbered  one. 
All  who  can  answer  it  may  quietly  stand.  The  judge  may  call 
upon  any  pupil  to  recite  ;  the  others  standing  may  be  seated 
until  this  recitation  is  completed.  If  any  then  have  fur- 
ther statements  or  questions,  they  may  stand,  and,  after 
being  given  permission  by  the  judge,  may  make  additional 
statements  or  question  the  pupil  first  called  upon.  The 
conductor  must  make  a  careful"  study  of  all  questions,  and 
number  each  in  the  order  in  which  he  thinks  they  should 
be  given." 

Encourage  the  pupils  to  give  additional  facts  in  the  form  of 
definite  references,  or  to  express  their  opinions  on  any  point, 
provided  they  can  tell  why  they  have  such  opinions.  Any 
questions  resulting  in  disagreement  should  be  settled  by  the 
judge,  if  possible ;  or  by  the  teacher.  Insist  upon  accurate 
facts  and  proof  of  statements.  Help  the  judge  to  check  all 
questions  which  do  not  pertain  directly  to  the  topic  under 
discussion.  Pupils  of  this  age  need  much  training  in  keeping 
to  the  point. 


78  Supervised  Study  in  History 

After  the  first  question  has  been  thoroughly  discussed  and 
satisfactorily  settled,  the  conductor  should  read  the  question 
which  he  has  decided  should  be  the  second  one.  This  tests 
his  knowledge  of  the  order  of  the  events  reviewed.  He  has 
an  opportunity  to  make  these  decisions  while  the  pupils  are 
discussing  the  previous  question.  The  remaining  questions 
should  be  treated  in  the  same  manner.  It  is  also  advisable 
to  have  a  summary  of  each  question  made  as  a  result  of  the 
discussions.  Here  again  an  opportunity  is  offered  the  judge 
to  decide  who  gives  the  best  summary. 

This  is  only  one  of  a  countless  number  of  ways  in  which  a 
review  may  be  socialized.  A  slight  variation  made  at  any 
time,  when  occasion  demands,  helps  to  keep  an  element  of 
"  newness  "  in  the  work.  This  makes  the  study  of  difficult 
topics  seem  "  like  a  game  "  to  the  children.  The  results, 
however,  of  this  work  with  a  Seven  B  class  may  seem  unfin- 
ished and  crude,  but  it  is  a  beginning,  which,  if  followed  in 
other  grades,  will  have  a  deep  influence  upon  the  kind  of  think- 
ing done  by  the  pupils. 

The  Assignment.  —  i.  A  brief  explanation  given  by  the 
teacher  to  show  why  little  had  been  done  in  exploring  the 
unknown  ocean  to  the  west  and  south  of  Europe. 

2.  If  the  voyages  of  Diaz  and  Da  Gama  ^  are  unfamiliar  to 
the  class,  these  should  be  read  or  told,  and  the  routes  followed 
by  each  traced  on  a  map.  The  extent  of  the  world  actually 
known  to  the  people  of  Europe  should  also  be  studied  from 
maps. 

3.  There  will  be  many  pupils  in  the  class  who  can  now  tell 
that  all  this  new  interest  in  exploration  concerns  us  directly 
because  it  led  to  the  discovery  of  America.     The  voyages  of 

'  Beard-Bagley,  "  The  History  of  the  American  People,"  Chap.  II. 


Socialized  Lesson  79 

Columbus  are  also  generally  familiar  as  a  result  of  stories 
read  in  the  Fifth  and  Sixth  Grades.  Tell  the  class  that  there 
were  voyages  other  than  those  made  by  Columbus,  which 
must  be  considered  in  studying  the  discovery  of  America. 
This  will  lead  to  the  recognition  of : 

The  Problem :  Who  besides  Columbus  were  connected  with 
the  discovery  of  America,  and  in  what  way  ? 

A  brief  time  should  now  be  allowed  for  a  rapid  search 
in  books  especially  selected  for  this  lesson.  As  quickly 
as  any  pupil  finds  a  reference  that  he  is  sure  he  can  prove 
refers  to  any  one  connected  with  the  discovery  of  America, 
he  should  rise  and  read  the  sentence  containing  the  proof 
required.  As  each  is  found  and  accepted  by  the  class  and 
teacher,  the  names  should  be  written  upon  the  board  in  the 
following  order : 

The  Northmen. 

Columbus. 

The  Cabots. 

Amerigo  Vespucci. 

Study  of  the  Assignment.  — ./  or  Minimum  Assignment. 

1.  Read  all  references  you  can  find  about  the  Northmen, 
being  able  to  tell : 

{a)  Who  they  were. 

(h)  Where  they  lived. 

if)   When  they  explored. 

{d)  What  they  explored. 
(Any  pupil  who  finds  a  good  reference  upon  these  topics 
may  write  the  title  of  the  book  and  number  of  the  page  upon 
the  board  after  the  topic.) 

2.  During  what  period  of  European  history  did  the  North- 
men roam  the  seas  north  and  west  of  Europe? 


8o  Supervised  Study  in  History 

3.  Why  were  the  voyages  of  the  Northmen  unimportant? 

4.  What  happened  in  Europe  about  that  time? 
Possible  References : 

Beard-Bagley,  "  The  History  of  the  American  People,"  II. 

Gordy,  "American  Beginnings  in  Europe"   (pp.  238-240). 

Woodburn  &  Moran,  "  Introduction  to  American  History  " 
(pp.  131-133)- 

Bourne  &  Benton,  "  Introductory  American  History " 
(pp.  93-99). 

//  or  Average  Assignment. 

Source  material  selected  from  "  Old  South  Leaflets," 
Leaflet  No.  31,  —  "  The  Voyage  to  Vinland,  from  the  Saga  of 
Eric  the  Red." 

If  it  is  impossible  to  obtain  these  leaflets  in  volume  form  from 
the  school  or  public  libraries,  single  leaflets  may  be  purchased 
for  five  cents  a  copy  from  the  Directors  of  the  Old  South  Work, 
Old  South  Meeting  House,  Boston,  Mass.  Even  one  or  two 
leaflets  could  be  utilized  for  this  part  of  the  assignment  by 
allowing  pupils  to  work  together  in  groups  of  two  or  three. 
Reports  might  be  given  by  these  pupils  as  part  of  the  review 
in  the  next  lesson. 

Ill  or  Maximum  Assignment. 

Read  the  poem  "  The  Skeleton  in  Armor,"  by  Henry  Wads- 
worth  Longfellow. 

A  word  or  two  of  explanation  concerning  II  and  III  before 
beginning  to  study  will  give  the  pupils  an  incentive  to  accom- 
plish more  than  the  minimum.  The  pupils  themselves  may 
be  of  great  help  in  providing  enough  copies  of  the  poem,  as 
several  may  be  able  to  bring  copies  from  home. 

The  value  in  the  study  of  the  above  assignment  does  not  lie 
in  the  worth  of  the  historical  facts,  but  rather  in  the  opportu- 


Socialized  Lesson  8i 

nity  the  subject  matter  affords  to  lead  the  pupils  into  the  realms 
of  the  best  literature.  The  facts  gained  from  the  study  of  the 
Old  South  Leaflet  are  in  themselves  of  less  value  than  the 
ghmpse  into  accounts  written  in  a  style  which  differs  greatly 
from  that  of  the  famihar  textbook. 

We  cannot  hope  to  develop  a  love  for  history  unless  we 
skillfully  pave  the  way  by  offering  material  of  a  similar  char- 
acter, at  such  a  time  and  in  such  a  way  as  will  make  its  greatest 
appeal  to  the  pupil's  imagination.  Experience  has  proved  that 
children  will  gain  a  great  deal  from  Hterature  beyond  their 
mental  grasp,  provided  a  keen  interest  has  been  aroused. 

Pupils  of  the  Seventh  Grade  do  not  have  the  power  to  gain 
as  much  from  this  kind  of  assignment  as  older  pupils,  but 
even  the  little  benefit  derived  is  a  step  in  the  right  direction. 

Verification.  —  In  addition  to  checking  the  amount  accom- 
plished by  each  during  the  study  period,  this  time  should  afford 
an  opportunity  to  encourage  the  class  to  bring  in  all  pictures, 
maps,  books,  magazine  articles  or  material  in  any  form  which 
may  be  discovered  by  the  pupils  as  a  result  of  the  interest 
aroused  through  the  preparation  -of  such  lessons  as  the  above. 
A  study  of  such  material  should  be  encouraged.  The  class- 
room thus  becomes  a  place  for  the  exhibition  of  collections 
which  will  be  changed  from  time  to  time  as  the  study  of  history 
progresses.  Pupils  to  whom  history  has  formerly  been  dry  and 
uninteresting  will  discover  that  it  is  no  longer  merely  a  subject 
composed  of  an  endless  number  of  facts  to  be  memorized.  It 
has  now  become  a  subject  filled  with  real,  live  problems  and 
questions,  the  answers  to  which  are  found  in  many  ways  aside 
from  a  single  textbook. 

Suggestions  for  Other  Lessons  upon  the  Discovery  of 
America.  —  Much  will  depend  upon  the  amount  of  information 

G 


82  Supervised  Study  in  History 

the  pupils  have  retained  as  a  result  of  the  stories  read  in  pre- 
vious grades.  If  their  knowledge  of  Columbus  and  his  voy- 
ages is  reliable,  little  time  should  be  spent  upon  this  topic. 
One  lesson  might  be  sufficient  to  review  the  most  essential  facts. 
If,  however,  the  impressions  are  vague  and  inaccurate,  time 
should  be  taken  to  fix  the  facts  which  are  necessary  for  a  thor- 
ough understanding  of  future  lessons.  The  voyages  of  the 
Cabots  and  Amerigo  Vespucci  might  be  taught  in  one  lesson. 
An  interesting  problem  here  might  be  :  —  Why  was  not  Amer- 
ica named  in  honor  of  Columbus  ? 


LESSON  X 

UNIT  OF  INSTRUCTION  III.  — THE  DISCOVERY  AND  EX- 
PLORATION OF  AMERICA.— 2.  EUROPEAN  NATIONS 
INTERESTED   IN    EXPLORATION   AND   COLONIZATION 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  "How  to  Study"  Lesson 

Time  Schedule 

The  Review 35  min. 

The  Assignment 20  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 25  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  routes  followed  by 
the  Northmen,  Columbus,  the  Cabots,  and  Amerigo  Vespucci. 

Method.  An  excellent  way  to  summarize  the  facts  taught 
in  the  lessons  given  on  the  discovery  of  America  is  through 


How  to  Study  Lesson  83 

the  making  of  maps.  Each  pupil  should  be  required  to  pre- 
pare a  map.  It  is  not  necessary  that  these  should  be  made 
from  memory.  The  outline  of  the  western  coast  of  Europe 
and  the  eastern  coast  of  North  America  and  South  America 
might  even  be  traced.  In  fact  an  accurate  outline  is  highly 
desirable.  The  average  pupil  of  the  Seventh  Grade  usually 
finds  difficulty  in  drawing  free-hand  maps.  At  best,  many 
pupils  would  be  able  to  produce  only  a  very  distorted  repre- 
sentation, if  free-hand  maps  were  insisted  upon.  Outline  maps 
purchased  for  such  purposes,  or  those  traced  from  a  history  or 
geography  are  much  more  valuable  in  a  lesson  of  this  kind. 

The  advantage  in  this  review  is  that  the  different  routes 
followed  by  Columbus  and  others  will  be  much  more  vividly 
impressed  upon  the  memory  if  the  hand  and  eye  aid  in 
making  this  mental  picture.  Free-hand  maps  defeat  the 
purpose,  as  the  images  might  be  sadly  inaccurate.  If  the  out- 
line is  accurate,  pupils  will  find  little  difficulty  in  drawing, 
free-hand,  the  routes  followed  by  Columbus  and  others  con- 
cerned in  the  discovery  of  America. 

Water  colors  or  colored  crayons  are  more  satisfactory  than 
ink  or  pencil  drawings.  Either  ink  or  pencil,  however,  may 
be  used  to  advantage,  if  the  other  materials  are  not  available 
for  each  member  of  the  class.  When  completed,  the  maps 
should  show  the  routes  followed,  the  land  discovered,  and  the 
year  of  each  voyage  across  the  Atlantic  made  by  the  North- 
men, Columbus,  the  Cabots,  and  Vespucci. 

If  several  pupils  have  the  ability  to  draw  accurate  free-hand 
maps,  they  should  be  allowed  to  draw  their  maps  upon  the 
blackboard,  with  the  understanding  that  the  best  map  will 
be  left  for  future  reference.  Here,  again,  colored  crayons  are  of 
special  advantage  in  representing  the  different  voyages  and  the 


84  Supervised  Study  in  History 

land  discovered  during  each  voyage.  There  is  great  pleasure 
and  satisfaction  in  this  work  for  any  pupil  who  has  special  abil- 
ity. It  also  gives  the  teacher  an  opportunity  to  recognize  such 
ability.  A  pupil  who  may  be  a  serious  disciplinary  case  is 
frequently  reached  through  the  recognition  of  any  successful 
effort.  The  wise  teacher  cleverly  uses  any  such  opportunity, 
and  provides,  as  well,  special  situations  where  such  pupils  may 
be  led  to  feel  a  personal  responsibility  toward  the  success  of 
the  lesson.  The  recognition  by  his  classmates  of  the  success 
of  such  a  pupil  is  also  an  incentive  to  further  effort.  By  work- 
ing with  the  class,  during  this  time,  the  teacher  may  give  val- 
uable assistance  in  correcting  false  impressions. 

The  Assignment.  —  i .  The  new  work  now  to  be  considered  is 
the  Exploration  of  America  by  European  nations.  A  few 
questions  will  aid  the  class  to  recognize  the  fact  that  the 
voyages  made  by  Columbus  were  the  means  of  creating  a 
desire  for  further  exploration  and  discovery. 

2.  A  desire  for  further  knowledge  concerning  the  question 
of  exploration  may  easily  be  obtained  by  reading  brief  extracts 
to  the  class.  These  should  be  selected  because  of  their  value 
in  arousing  interest.  Accounts  showing  the  high  degree  of 
civilization  among  the  Incas  of  Peru,  when  conquered  by 
Pizarro,  or  the  Aztecs  of  Mexico,  as  related  by  Cortez,  should 
furnish  excellent  material.^  Brief  statements,  picturing  some 
of  the  conditions  found  in  the  New  World  by  the  early  ex- 
plorers from  Europe,  are  better  for  this  purpose  than  accounts 
telling  why  Europeans  were  eager  to  explore. 

3,  The  pupils  now  will  naturally  be  interested  in  finding 
out  who  explored  the  New  World,  and  the  reason  for  each 

iSee  Beard-Bagley,  "The  History  of  the  American  People,"  Chaps.  11, 
III,  IV. 


How  to  Study  Lesson  85 

exploration.  It  will  then  be  a  simple  matter  to  state  the 
problem  for  study,  viz. : 

The  Problem :  Why  did  European  nations  wish  to  explore 
and  colonize  the  New  World? 

The  solution  of  this  problem  will  require  a  series  of  lessons. 
This  is  frequently  the  case.  It  is  not  necessary  to  have  a  new 
problem  for  each  lesson.  Some  problems  may  furnish  the 
basis  of  study  and  research  extending  over  a  period  of  two 
weeks  or  even  longer. 

Study  of  the  Assignment.  —  I  or  Minimum   Assignment. 

1.  Using  Montgomery's  "  Leading  Facts  of  American  His- 
tory "  as  reference,  find  the  countries  of  Europe  most  con- 
cerned in  exploring  the  New  World. 

2.  Under  the  name  of  each  country,  make  a  Hst  of  all  the 
explorers  you  can  find  who  rendered  valuable  services. 

3.  Write  the  date  of  exploration  after  the  name  of  each 
explorer  you  have  found. 

4.  After  each  name,  list  pages  to  show  your  source  of  infor- 
mation. 

II  or  Average  Assignment. 

5.  Verify  the  work  you  have  done  by  using  Gordy's  "  His- 
tory of  the  United  States  "  as  a  reference.  Make  any  addi- 
tions necessary  as  a  result  of  consulting  the  second  reference. 
List  all  pages  as  directed  in  I.  4. 

III  or  Maximum  Assignment. 

6.  Write  a  paragraph  at  the  board  telling  whether  or  not 
you  consider  our  problem  under  consideration  to-day  to 
have  been  solved.     Give  your  reason  for  your  answer. 

Verification.  —  Special  consideration  should  be  given  to  the 
statements  written  upon  the  board.  It  is  important  that  the 
class,  as  a  whole,  definitely  understand  the  necessity  of  col- 


86  Supervised  Study  in  History 

lecting  data  and  verifying  the  truth  or  accuracy  of  such  data, 
as  a  part  of  the  thinkhtg  employed  in  studying  any  problem. 
This  lesson  particularly  illustrates  this  point  in  teaching  "  How 
to  Study." 

LESSON  XI 

UNIT  OF  INSTRUCTION  III.  — THE  DISCOVERY  AND  EX- 
PLORATION OF  AMERICA. —  2.  EUROPEAN  NATIONS 
INTERESTED   IN    EXPLORATION  AND   COLONIZATION 

Grade,  —  Seven  B  Time,  90  minutes 

Lesson  Type.  —  "How  to  Study"  and  Deductive 

Time  Schedule 

The  Review 25  min. 

The  Assignment 20  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  Organization  of  the  data 
collected  during  the  study  of  the  previous  lesson :  —  the  Span- 
ish, the  French,  the  Dutch  and  the  English  Explorers. 

Method.  During  the  verification  at  the  close  of  the  pre- 
ceding lesson,  the  class  was  made  conscious  that  the  solution 
of  the  problem  had  only  just  begun.  The  data  collected  is  the 
first  step  toward  a  better  understanding  of  the  problem  to  be 
solved.  It  is  now  necessary  to  test  such  data  in  the  light  of  the 
problem  in  order  to  determine  whether  any  facts  selected  are 
irrelevant.  This  may  be  done  through  organizing  the  data 
collected. 


How  to  Study  and  Deductive  Lesson  87 

How  to  organize  such  data.  The  papers  prepared  by  the 
class  during  the  study  of  the  preceding  lesson  should  be 
returned  to  the  pupils.  The  problem  should  be  re-stated  and 
written  upon  the  blackboard.  The  teacher  and  pupils,  work- 
ing together,  should  now  arrange  the  data  collected.  The 
teacher  may  call  upon  members  of  the  class  to  suggest  the 
arrangement  of  this  data.  A  brief  examination  of  the  pupils' 
papers  has  enabled  the  teacher  to  determine  who  needs  the 
most  help,  as  well  as  who  can  give  the  best  suggestions.  The 
suggestions  given  should  be  accepted  by  the  class.  All  who 
disagree  or  are  uncertain  are  required  to  turn  to  the  textbook 
for  verification.  As  each  point,  proved  to  be  correct,  is  ac- 
cepted, the  teacher  should  include  it  in  its  proper  place  in  the 
outline  which  he  writes  upon  the  board. 

Such  work,  done  in  a  cooperative  way,  greatly  benefits  each 
member  of  the  class.  It  enables  even  the  weakest  pupil  to 
make  some  contribution.  It  demonstrates  the  value  of  a 
careful  consideration  of  all  facts.  It  encourages  pupils  to  be 
accurate  and  systematic,  and  affords  an  excellent  opportunity 
for  development  of  judgment  through  the  rejection  of  all  data 
found  to  be  unrelated  to  the  problem  under  consideration.  The 
simple  outline  written  on  the  board  as  a  result  of  such  cooper- 
ative work  should  be  copied  by  each  pupil.  A  careful  com- 
parison of  his  original  paper  with  the  finished  outline  should 
also  be  made. 

In  work  of  this  kind,  teachers  will  find  it  helpful  to  em- 
phasize the  fact  that  such  an  outline  is  far  from  complete,  due 
to  the  fact  that  only  a  limited  amount  of  material  has  been 
consulted  in  the  collection  of  the  data  represented.  Pupils 
need  to  be  encouraged  to  report  the  names  of  other  explorers 
if  any  are  found  when  consulting  other  sources.     Tell  the  class 


88  Supervised  Study  in  History 

that  only  the  leading  explorers  can  be  studied  because  of  the 
limited  amount  of  time  for  the  consideration  of  this  question. 

Avoid  complicated  outlines  containing  many  sub-headings. 
Seventh  Grade  pupils  have  not  yet  developed  the  power  to 
recognize  and  appreciate  the  importance  of  the  detailed  divi- 
sions of  a  topic.  Such  an  outline  only  defeats  its  purpose,  as 
the  pupils  soon  lose  interest.  The  work  then  becomes  irksome 
and  little  benefit  is  derived  from  such  effort. 

The  Assignment.  —  Two  things  are  important  in  this  assign- 
ment, —  the  consideration  of  the  element  of  time,  and  the 
necessity  of  having  the  class  understand  why  the  explorers 
representing  each  nation  are  to  be  studied  in  connection  with 
the  nation  for  whom  each  explored,  rather  than  in  chronologi- 
cal order. 

I.  The  Time  Element.  Unless  special  attention  is  given  to 
this  point,  pupils  gain  very  erroneous  impressions  concerning  the 
time  of  the  explorations  made  by  Spain,  France,  England  and 
Holland.  It  is  difficult  for  them  to  understand  that  Spain, 
England  and  France  were  exploring  different  sections  of  the 
New  World  at  approximately  the  same  time  (sixteenth  cen- 
tury) while  later  in  the  seventeenth  century,  the  French,  English 
and  Dutch  made  voyages  of  exploration  to  the  New  World 
within  a  year  or  two  of  one  another. 

This  point  may  be  made  clear,  if  special  attention  is  called 
to  such  dates  as  the  following  : 

1535-  —  Cartier  —  French. 

1539-41.  —  De  Soto  —  Spanish. 

1562.  —  The  Huguenots  —  French. 

1576-78.  —  Frobisher  and  Gilbert  —  English. 

1577-80.  —  Drake  —  English. 

1 584-8  5 .  —  Raleigh  —  Enghsh . 


How  to  Study  aiid  Deductive  Lesson  89 

1607.  —  John  Smith  —  EngUsh. 

1608.  —  Champlain  —  French. 

1609.  —  Hudson  —  Dutch. 

There  is  no  necessity  for  pupils  to  memorize  these  dates 
at  this  time.  They  should  be  used  merely  to  illustrate  the 
point.  This  illustration  also  affords  an  opportunity  for  the 
teacher  to  explain  why  pupils  will  frequently  find  a  disagree- 
ment among  historians  concerning  these  dates.  This  may  aid 
in  preventing  pupils  from  losing  faith  in  an  author  because 
such  differences  are  found. 

2.  The  Order  of  Studying  the  Explorers.  A  brief  explana- 
tion of  the  reason  for  studying  the  explorers  according  to  the 
outline  prepared  during  the  review,  will  be  sufficient  for  the 
class  to  realize  the  value  of  such  outline  work.  The  re-state- 
ment of  the  problem  at  this  point  will  recall  what  must  be 
considered  in  the  study  of  the  explorers  for  each  nation. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 

1.  What  two  Spaniards  explored  the  southeastern  part  of 
North  America,  during  the  same  year,  early  in  the  sixteenth 
century? 

2.  Find  out  the  following  facts  about  each : 
{a)  When  they  explored. 

{h)  Reason  for  exploration, 
(c)   Part  of  New  World  explored. 
{d)  Interesting  incidents  concerning  each  explorer. 
{e)   Results  of  each  exploration. 
//  or  Average  Assignment. 

3.  Trace  the  route  followed  by  each  explorer. 

4.  Which  of  the  two  explorations  do  you  consider  the  more 
important?     Give  the  reason  for  your  conclusion. 


Qo  Supervised  Study  in  History 

III  or  Maximum  Assignment. 

5.  What  land  in  the  New  World  was  claimed  by  Spain  as  a 
result  of  these  explorations? 

Possible  References :  Bourne  &  Benton,  "  History  of  the 
United  States"  (pp.  5-6). 

Beard-Bagley,  "  The  History  of  the  American  People," 
Chap.  II. 

Woodburn  &  Moran,  "  Introduction  to  American  History  " 
(pp.  224-225). 

Gordy,  "  A  History  of  the  United  States  "  (pp.  13-14). 

Gordy,  "  American  Beginnings  in  Europe  "  (pp.  255-256), 

McLaughlin  &  Vantine,  "  A  History  of  the  United  States  " 
(pp.  15,  16,  17). 

Montgomery,  "  Leading  Facts  of  American  History " 
(pp.  20,  21). 

Nida,  "  The  Dawn  of  American  History  in  Europe  "  (pp.  309, 

310,  2>^2>,  314)- 

Verification.  —  At  the  end  of  each  lesson  on  the  Spanish 
Explorers,  the  information  found  should  aid  the  class  to  realize 
what  has  been  accomplished  toward  the  solution  of  the  prob- 
lem, and  that  the  problem  will  not  be  solved  until  all  the 
explorers  for  each  nation  have  been  studied. 

The  Lesson  Type.  —  Teachers  may  have  some  difficulty,  at 
first,  to  determine  the  type  of  lesson  needed  in  teaching  the 
subject  matter  suggested  in  the  course  of  study.  The  par- 
ticular needs  of  the  class,  which  become  apparent  as  the  work 
progresses,  will  be  a  great  factor  in  aiding  the  teacher  to  deter- 
mine the  kind  of  lesson  most  necessary  from  day  to  day.  The 
subject  matter  under  consideration  also  influences  this 
selection. 

Such  lessons  as  the  above  seem  to  have  characteristics  of 


How  to  Study  and  Deductive  Lesson  91 

several  types.  This  lesson  might  be  called  a  Deductive  Les- 
son, an  Expository  Lesson  or  "  How  to  Study  "  Lesson. 
When  elements  of  several  lesson  types  seem  necessary,  the 
mere  fact  that  they  are  needed  entirely  justifies  their  use. 
In  this  case,  a  teacher  might  list  each  type ;  or  classify  the 
lesson  by  the  t}-pe  which  seems  to  predominate. 

Suggestions  for  Further  Study  of  this  Unit  of  Instruction.  — 
A  series  of  lessons  should  now  be  given  on  the  Spanish,  French, 
Dutch  and  English  Explorers.  As  much  time  should  be 
devoted  to  each  nation  as  seems  to  be  necessary  for  a  thorough 
understanding  of  the  motives  which  led  these  nations  to  en- 
courage exploration  and  colonization.  These  facts  may  be 
summarized  in  one  or  two  lessons  upon  the  "  Claims  of  Euro- 
pean Nations  in  the  New  World." 

An  entire  period  might  well  be  spent,  toward  the  close  of 
the  study  of  this  unit,  in  comparing  the  motives  influencing 
the  explorers  of  the  sixteenth  and  seventeenth  centuries  with 
those  of  explorers  of  the  twentieth  century.  Magazine  and 
newspaper  articles  will  supply  the  most  valuable  data  upon 
this  question. 

A  final  Red  Letter  Day  Lesson  will  conclude  the  study  of 
the  early  exploration  and  colonization  of  America.  This  might 
be  conducted  by  means  of  a  debate  upon  such  a  question  as  the 
following : 

Resolved,  That  France  had  a  stronger  claim  to  territory  in 
the  New  World  than  England. 

Allow  the  pupils  just  as  much  initiative  in  preparing  and 
conducting  this  debate  as  practicable. 

If  there  is  time,  it  may  well  be  spent  upon  a  careful  study 
of  the  "  Natives  of  America  and  How  They  Lived."  The 
study  of  the  Indians  is  always  of  great  interest  to  every  boy 


92  Supervised  Study  in  History 

and  girl.  The  school  or  city  library  will  supply  abundant 
material  for  this  study.  Pictures  and  Indian  relics  brought  to 
class  and  kept  in  the  classroom  during  the  study  of  this  topic, 
stories  portraying  Indian  life  and  adventure,  simple  dramatiza- 
tion of  some  Indian  legend,  visits  to  museums  and  places  of 
local  interest  in  connection  with  the  Indians,  and  a  final  con- 
sideration of  the  Indians  of  to-day,  are  only  a  few  brief  sugges- 
tions concerning  the  possibilities  of  this  topic.  It  is  impor- 
tant, however,  that  pupils  should  have  a  thorough  knowledge 
of  this  question  in  order  to  have  a  background  of  information 
upon  which  to  begin  the  study  of  the  period  of  colonization. 

This  will  then  complete  the  three  units  of  instruction  sug- 
gested for  the  Seven  B  Grade.  Although  the  units  used  as 
the  basis  for  the  type  lessons  outlined  in  this  manual  may  not 
coincide  with  those  required  for  the  Seven  B  Grades  in  many 
school  systems,  it  is  to  be  hoped  that  the  suggestions  con- 
tained in  these  lessons  may  easily  be  applicable  to  the  subject 
matter  required  in  any  course  of  study.  It  is  not  the  purpose 
of  this  manual  to  outline  a  course  of  study.  The  lessons  sub- 
mitted here  merely  offer  suggestive  methods  of  approach  and 
procedure.  Teachers  are  advised  against  following  these 
suggestions  arbitrarily.  It  is  imperative  that  teachers  adapt 
rather  than  adopt  the  methods  suggested  in  these  lessons  to  the 
needs  and  conditions  peculiar  to  each  grade  or  school. 


PART  TWO 
SECOND    SECTION  —  SEVEN   A   GRADE 


CHAPTER  FIVE 

THE    EVALUATION    OF    THE    COURSE    OF    STUDY    FOR  A 
SEVEN  A  GRADE 

How  to  Evaluate  the  Subject  Matter.  —  For  purposes  of 
uniformity  and  systematic  development  of  the  lessons  outlined 
in  this  manual,  units  of  instruction  I,  II  and  III  (pages  16-18) 
represent  the  material  to  receive  consideration  during  a 
semester  of  twenty  weeks,  with  pupils  of  a  Seven  B  grade. 
In  the  same  way  units  IV,  V  and  VI  may  be  designated  as  the 
portion  of  American  history  to  be  studied  by  pupils  of  a 
Seven  A  grade,  during  a  period  of  equal  duration.  Approxi- 
mately three-fourths  of  the  time  might  be  devoted  to  unit  IV 
and  one-fourth  to  unit  VI.  Unit  V  needs  very  slight  considera- 
tion, since  it  serves  as  a  connecting  link  only.  Possibly  three 
or  four  lessons  upon  this  unit  will- suffice  to  emphasize  the  most 
essential  points  to  be  kept  in  mind. 

Conditions  Requiring  Special  Consideration.  —  In  case  a 
Seven  A  grade  has  had  no  instruction  in  supervised  study,  the 
suggestions  and  lessons  outlined  for  the  Seven  B  grade  will 
l)e  found  very  applicable.  The  organization  of  the  class  into 
inferior,  average  and  superior  groups  is  as  essential  here  as 
in  the  previous  grade. 

The  "Inspirational  Preview"  (Lesson  I),  the  lesson  on 
"  How  to  use  a  Text  Book  "  (Lesson  II),  as  well  as  "  How  to 
Study  "  lessons,  are  all  of  vital  need,  regardless  of  the  pre- 
vious methods  of  instruction.     Pupils  who  have  had  the  benefit 

95 


96  Supervised  Study  in  History 

of  such  methods,  however,  in  the  first  half  of  the  seventh  year, 
show,  by  their  readiness  to  go  about  the  preparation  of  a  lesson, 
the  ability  they  have  gained.  A  teacher  needs  no  better 
proof  of  the  real  worth  of  such  instruction  than  the  evidence  of 
this  ability  on  the  part  of  the  individual  pupil  to  do  independ- 
ent thinking. 

The  necessity  of  being  an  individual  who  both  should  and 
can  serve  his  community,  demands  that  training  in  the  schools 
develop  accurate,  independent,  broad-minded  thinkers,  — 
young  men  and  women  who  are  capable  of  assuming  responsi- 
bility because  they  have  been  trained  to  realize  the  advantages 
to  all  concerned  in  careful  investigation  and  thorough  knowl- 
edge. The  ability  to  meet  new  situations  and  to  solve  new  prob- 
lems comes  only  through  actual  experience.  Pupils  must  be 
given  such  training,  therefore,  as  will  help  them  to  discriminate 
between  occasions  when  quick  decisions  are  necessary,  and  those 
which  require  careful  deliberation  and  thorough  investigation. 

Socialization  of  the  work,  evaluation  of  the  course  of  study, 
careful  investigation  and  systematic  research  in  solving  prob- 
lems, the  suspension  of  judgment,  consideration  for  the  opinion 
of  others,  combined  with  the  constant  demand  for  initiative,  are 
easily  recognized  as  the  best  means  to  that  one  great  end  of  all 
good  teaching,  —  social  efficiency  and  good  citizenship. 

How  to  Review  the  Work  of  the  Previous  Grade.  —  It  has 
long  been  the  custom  to  spend  the  first  week  or  more  in  review- 
ing the  work  taught  in  the  previous  grade.  While  there  may 
be  advantages  in  this  plan,  it  lacks  that  element  of  newness 
which  is  such  an  important  factor  with  children  promoted  to  a 
higher  grade.  They  are  eager  to  experience  new  situations, 
and  lose  interest  if  the  new  work  is  delayed  too  long.  Teachers 
may  always  expect  to  find  that  many  of  the  facts  previously 


Evaluation  of  Course  of  Study  for  Seven  A  Grade    97 

taught  have  been  forgotten  by  the  pupils.  If  it  becomes 
apparent  that  they  are  unable  to  understand  any  part 
of  the  new  work  because  of  failure  to  recall  the  facts  taught 
in  the  preceding  grade,  delay  the  new  work  at  this  point  and 
review  the  old.  It  seems  wise  to  review  in  this  way  because 
an  actual  need  has  been  created.  Unless  the  previous  work 
has  been  far  from  successfully  done,  no  more  time  should  be 
required  to  review  in  this  way  than  to  give  a  prolonged  review 
at  the  begirming  of  the  semester. 

Character  of  the  New  Subject  Matter.  —  During  the  early 
part  of  the  work  with  a  Seven  A  Grade,  a  study  should  be  made 
of  the  conditions  existing  in  England  which  influenced  the 
colonization  of  America.  For  the  same  reason  that  the  actual 
study  of  the  discovery  and  exploration  of  America  was  pre- 
ceded by  a  general  study  of  European  history,  time  now  must 
be  devoted  to  a  consideration  of  certain  aspects  of  Enghsh 
histor>\  An  intelligent  study  of  the  period  of  colonization  can 
be  made  only  after  a  thorough  understanding  of  how  closely 
the  lives  of  those  colonists  were  interwoven  with  and  influ- 
enced by  affairs  in  England,  —  affairs  which  had  demanded  the 
attention  of  their  forefathers  and  were  later  of  vital  concern 
to  all  Englishmen,  whether  in  an  English  colony  in  America, 
or  in  the  mother  country.  The  reasons  for  English  colonies 
being  founded  in  America  and  for  these  colonies  later  taking 
steps  toward  self-government,  all  had  their  origin  in  the  rights 
and  privileges  gained  by  the  English  people  in  England.  A 
consideration,  therefore,  of  such  points  as  are  outlined  under 
unit  of  instruction  IV  becomes  imperative  at  this  time. 

The  point  constantly  kept  before  the  minds  of  Seven  B 
pupils  was  the  Develo pnienl  of  Civilization.  We  now  need  to 
emphasize  as  strongly  the  Development  of  Democratic  Government. 


98  Supervised  Study  in  History 

LESSON  XII 

UNIT     OF     INSTRUCTION    IV.  — THE    COLONIZATION     OF 
AMERICA.— I.    THE   STRUGGLE  FOR  ENGLISH  LIBERTY 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  Inductive  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment ••25  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 30  min. 

Verification 10  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  Facts  mentioned  in  the 
preview  of  the  Seven  A  Course. 

Method.  The  plan  outlined  for  the  review  in  Lesson  II 
might  be  advantageous  for  reasons  given  in  that  lesson.  Much 
will  depend  upon  the  methods  of  instruction  in  the  Seven  B 
Grade.  If  methods  of  supervised  study  have  been  employed, 
a  modification  of  the  method  of  questioning  might  be  advisable. 
Pupils  have  developed  some  power  to  question  one  another 
as  well  as  to  do  independent  thinking. 

Questions  should  previously  be  prepared  by  the  teacher. 
Twelve  or  fifteen  of  these  might  be  sufficient.  They  should 
be  numbered  consecutively  from  one  to  twelve,  or  from  one 
to  fifteen,  as  the  case  may  be.  Distribute  these  questions  so 
that  every  other  child  has  one.  Assign  a  number  to  each  mem- 
ber of  the  class.     Now  give  the  following  directions : 


Inductive  Lesson  99 

"  The  pupil  having  Question  No.  i  may  stand,  face  the 
class,  read  the  question  distinctly,  and  call  any  even  number 
(not  to  exceed  the  highest  even  number  in  the  class).  The 
pupil  whose  number  is  called  will  be  required  to  answer  this 
question.  If  this  answer  is  inaccurate  or  incomplete,  all 
pupils  having  even  numbers  who  wish  to  add  a  statement, 
make  a  correction,  or  question  the  pupil  having  recited,  may 
stand.  Each  must  be  recognized  in  turn  by  the  pupil  having 
Question  No.  i.  Question  No.  2  must  be  read  immediately 
at  the  close  of  the  discu'ssion  of  No/  i.-  This  pupil  may 
proceed  in  the  same  way,  calling  on  those  having  odd  numbers. 
All  pupils  having  odd  numbers  then  have  the  same  opportunity 
for  correction  and  discussion  as  those  who  were  responsible  for 
Question  No.  i.  Failure  by  either  side  to  correct  a  point  will 
be  referred  by  the  teacher  to  a  pupil  of  the  opposite  side." 

The  questions  should  aim  to  recall  the  important  points 
given  in  the  preview.  Emphasize  the  need  for  a  considera- 
tion of  certain  events  in  Enghsh  history.  This  is  important 
from  the  begmning. 

The  Assignment.  —  i.  Explanation  and  information  given 
by  the  teacher. 

2.   Recognition  of  the  problem. 

Explanation  given  by  teacher. 

The  teacher  should  give  an  account  of  the  many  rights  and 
privileges  which  originally  came  to  us  from  England.  Such 
points  as  our  language,  some  of  the  ideas  and  customs,  and 
particularly  many  things  enjoyed  under  our  form  of  government, 
should  be  explained.  Tell  the  class  that  the  right  of  trial  by 
jury,  as  well  as  the  forms  of  government  in  our  villages,  towns 
and  counties,  were  brought  here  by  the  English.  Show  how 
our  Congress  resembles  the  British  Parliament.     Pupils  will 


lOO 


Supervised  Study  in  History 


readily  understand  that  this  is  because  the  great  majority 
of  permanent  colonies  along  the  Atlantic  coast  were  English- 
colonies.  Now  question  the  class  to  see  if  they  understand 
that  England  has  a  monarchial  form  of  government,  while  the 
United  States  is  a  Democracy.  Explain  the  difference  between 
an  Absolute  Monarchy  and  a  Limited  Monarchy,  and  show 
the  similarity  between  a  Limited  Monarchy  and  a  Democracy. 

A  few  brief  statements  concerning  the  revolution  of  the 
English  colonists  will  cause  the  pupils  to  begin  to  ask  from 
whom  the  colonists  first  obtained  their  determination  to  have  a 
voice  in  the  management  of  their  affairs.  By  means  of  citing 
events  in  English  history,  prove  to  the  class  that  this  spirit  of 
freedom  was  developed  from  the  EngHsh  themselves. 

Recognition  of  the  problem.  As  a  result  of  the  information 
and  explanation  given  above,  the  pupils  will  be  led  to  ask 
the  natural  question. 

How  did  the  English  people  obtain  their  liberties?  This 
should  become  the  problem  for  consideration.  Tell  the  pupils 
at  this  point  that  in  order  to  understand  this  problem  it  will 
be  necessary  to  study  certain  events  m  English  histery.  The 
later  study  of  the  English  colonies  in  America  will  be  m«re 
intelligible  to  the  pupils  because  of  this  insight  into  conditions 
formerly  existing  in  England. 

The  Study  of  the  Assignment. — /  or  Minimum  Assignment. 

1.  Read  carefully  all  information  given  on  pages  i-8  Mn 
order  to  supplement  or  add  to  the  information  gained  during 
the  assignment. 

2.  Compare  the  immigration  from  Europe  during  the  early 
part  of  the  seventeenth  century  with  that  of  the  present  time. 

1  The  reference  selected  for  this  lesson  is  "The  European  Beginnings  of 
American  History,"  by  Alice  M.  Atkinson.     Ginn  &  Co. 


Inductive  Lesson  loi 

3.  After  reading  pages  6-8,  write  an  account  of  how  the 
United  States  still  resembles  England.  Add  any  facts  you 
have  learned  which  are  not  found  in  these  pages. 

//  or  Average  Assignment. 

4.  Make  a  list  of  all  the  things  which  you  think  would  be 
famiHar  to  an  Enghsh  immigrant  to  the  United  States  but 
unfamiliar  to  a  Russian  immigrant. 

///  or  Maximum  Assignment. 

5.  Write  on  the  board  an  account  of  any  event  in  English 
history  with  which  you  are  familiar ;  or 

6.  Read  Chapters  III  and  IV  of  "  The  History  of  the 
American  People,"  by  Beard-Bagley. 

Verification.  —  Determine  the  number  working  on  each  part 
of  the  assignment ;  collect  all  papers  written  during  the  study 
period ;  and,  if  possible,  read  a  few  of  the  accounts  which 
were  written  on  the  board.  These  statements  should  be  read 
by  the  teacher,  in  any  case,  before  they  are  erased.  They 
will  enable  him  to  determine  what  background  the  pupils 
have  upon  which  to  begin,  in  the  next  lesson,  the  study  of 
how  the  English  people  gained  their  liberties. 

It  does  not  seem  wise  to  have  the  pupils  begin  the  study  of 
any  topic  of  Enghsh  history  in  this  lesson.  A  detailed  study 
of  English  history  is  neither  desirable  nor  practicable  at  this 
time.  Only  those  events  should  be  studied  which  portray  con- 
ditions in  England  during  the  period  when  the  people  were 
struggling  to  secure  the  recognition  of  their  rights.  Some  ex- 
planation is  necessary,  however,  before  pupils  begin  this  study. 
The  proper  background  for  the  study  of  the  problem  dis- 
covered in  this  lesson  may  be  supplied  if  it  is  followed  directly 
by  an  expository  lesson  in  which  the  teacher  relates  some  of 
the  great  facts  of  English  history. 


102  Supervised  Study  in  History 

LESSON  XIII 

UNIT     OF     INSTRUCTION     IV.  — THE    COLONIZATION    OF 
AMERICA.  — I.   THE   STRUGGLE    FOR    ENGLISH    LIBERTY 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  An  Expository  Lesson 

Time  Schedule 

The  Review        15  min. 

The  Assignment 25  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 40  min. 

Verification 5  "^i^. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  ideas  developed  in  the 
previous  lesson.     (See  Lesson  XII.) 

Method.  The  teacher's  chief  aim  in  the  previous  lesson 
was  to  lead  the  pupils  to  realize  that  the  people  who  came  to 
America  from  England  during  the  period  of  colonization  were 
thoroughly  English  in  their  ideas  and  customs  here  in  the  new 
world.  The  one  great  fact  to  impress  upon  the  minds  of  the 
pupils  is  that  the  determination  to  have  certain  rights  and 
privileges  began  and  developed  in  England  several  centuries 
before  such  rights  were  demanded  by  the  English  colonists  in 
America. 

The  chief  purpose,  therefore,  of  the  review  in  this  lesson 
is  to  determine  how  thoroughly  this  point  was  impressed,  and 
to  give  it  further  emphasis,  if  necessary.  This  may  be  done 
by  summarizing  the  points  explained  in  the  previous  lesson. 
Call  upon  different  pupils  to  state  what  each  considers  the 
most  important  facts  to  remember.  Write  these  upon  the 
board  as  they  are  given.    If  the  fact  desired  by  the  teacher  is 


Expository  Lesson  103 

not  given,  question  the  pupils  in  order  to  help  them  state  it. 
Now  ask  the  class  to  consider  the  statements  on  the  board, 
and  decide  which  one  is  the  most  important  of  all.  Deter- 
mine the  decision  by  asking  all  who  selected  the  first  to  stand. 
The  second,  third,  fourth,  etc.  should  be  checked  in  the  same 
way.  If  any  impression  has  been  made  in  the  previous  lesson, 
the  majority  of  the  class  will  find  no  difficulty  in  selecting  the 
correct  statement,  which  might  now  be  written  on  the  board 
in  colored  crayon.  Those  who  failed  to  realize  its  importance 
should  be  questioned  and  helped  later  by  the  teacher  during 
the  study  period. 
The  Assignment.  —  i.   An  exposition  given  by  the  teacher. 

2.  A  restatement  of  the  problem  by  the  class. 

3.  Specific  information  necessary  to  understand  the  subject 
matter  to  be  studied. 

The  Exposition  given  hy  the  Teacher.  The  few  accounts 
written  upon  the  board,  by  pupils  completing  the  maximum 
part  of  the  assignment  in  the  previous  lesson,  have  given  the 
teacher  an  insight  into  the  kind  of  information  certain  ones  have 
concerning  events  in  English  history.  This  knowledge  will  aid 
in  giving  the  class  a  picture  of  some  of  the  things  that  influenced 
the  development  of  the  people  before  the  time  of  William  the 
Conqueror. 

Tell  the  class  that  their  study  will  begin  with  the  conquest 
of  England  by  William,  Duke  of  Normandy.  They  must 
first,  however,  know  something  of  the  general  history  of  Eng- 
land previous  to  that  time.  All  children  love  a  good  story. 
No  topics  offer  better  material  for  a  story  than  the  ancient 
Britons  ;  the  Roman  conquest ;  the  invasion  of  such  German 
tribes  as  the  Angles,  Saxons,  and  Jutes ;  the  coming  of  Christian 
missionaries,  and  the  things  accomplished  by  Alfred  the  Great. 


I04  Supervised  Study  in  History 

As  the  story  progresses,  strongly  emphasize  the  effect  upon 
the  native  Britons  of  these  invasions ;  show  how  the  civiliza- 
tion of  the  England  of  to-day  has  been  influenced  through  the 
various  stages  of  her  development.  It  is  not  so  much  the 
events  described,  which  a  teacher  should  aim  to  have  pupils 
remember,  as  it  is  the  great  facts  resulting  from  these 
events. 

Constant  reference  to  maps,  pictures  and  books  should  be 
made  during  this  exposition.  The  teacher  who  wishes  to 
encourage  and  develop  a  love  for  collateral  reading  among  his 
pupils  will,  previous  to  this  lesson,  select  as  many  books  as 
can  be  obtained,  which  give  in  detail  the  events  briefly  men- 
tioned in  the  exposition.  At  the  close  of  this  part  of  the  lesson, 
call  the  attention  of  the  class  to  these  books  by  showing  each 
book,  giving  the  title  and  telling  what  it  contains  which  will 
be  of  particular  interest  to  the  class.  The  privilege  of  taking 
these  books  home  should  be  extended,  in  turn,  to  all  who  desire 
to  read  them.  If  a  careful  and  wise  selection  is  made,  a 
teacher  will  find  difficulty  in  supplying  the  demand.  En- 
courage all  pupils  who  do  outside  reading  to  keep  a  record  of 
the  books  read,  together  with  the  number  of  pages  or  chapters, 
and  the  topic  or  topics  read.  If  this  is  required  as  part  of 
the  history  work  from  the  beginning  of  the  semester,  it  will 
be  surprising  what  a  wealth  of  reading  will  have  been  done  by 
the  end  of  the  term. 

The  Restatement  of  the  Problem.  Call  upon  several  pupils 
to  state  the  problem  decided  upon  yesterday.  Write  this 
upon  the  board.  Then  ask  certain  pupils  to  tell  how  the 
facts  they  have  just  heard  have  helped  them.  Aid  them  to 
see  that  it  has  prepared  them  for  the  consideration  of  the 
problem  to  be  solved. 


Expository  Lesson  105 

Specific  Information  Necessary  to  Understand  the  Subject 
Matter  to  he  Studied.  Explain  the  reason  why  it  is  necessary 
to  begin  the  study  of  English  history  with  the  Norman  con- 
quest. If  it  is  difficult  to  find  textbooks  that  explain  this  fact, 
simply  tell  the  class  that  our  chief  reason  for  studying  about 
WiUiam  the  Conqueror  is  because  he  granted  a  charter  to  the 
people  of  London  when  they  did  not  resist  him.  This  charter 
gave  them  the  same  rights  and  privileges  which  they  had 
enjoyed  under  the  reign  of  Edward  the  Confessor.  Tell  the 
class  that  the  reason  this  fact  is  so  important  is  because  it 
marks  the  beginning  of  the  recognition  of  the  rights  and 
privileges  of  the  people  of  England. 

The  Study  of  the  Assignment.  —  I  or  Minimum  Assign- 
ment. I.  WTiy  was  William,  Duke  of  Normandy,  so  eager 
to  become  King  of  England  ? 

2.  How  and  when  did  he  conquer  England? 

3.  Why  did  not  the  people  of  London  resist  him? 

4.  Name  four  things  accompHshed  by  William  I  during  his 
reign. 

5.  What  changes  were  brought  about  in  England  as  a  result 
of  the  Norman  conquest? 

6.  Write  a  brief  account  of  the  character  of  William  the 
Conqueror. 

7.  Find  in  your  dictionary  the  meaning  of  the  word 
"  charter." 

8.  What  is  the  most  important  fact  to  remember  about  Wil- 
liam the  Conqueror? 

II  or  Average  Assignment. 

9.  Draw  a  map  to  illustrate  the  Norman  conquest.  Locate 
Normandy,  England,  the  English  Channel,  Hastings  and 
London. 


io6  Supervised  Sttidy  in  History 

III  or  Maximum  Assignment. 

lo.  Consult  an  encyclopedia  or  one  of  the  books  upon  my 
desk  for  additional  information  concerning  the  feudal  system. 

Possible  References.     (To  be  found  by  the  class.)     I  and  II. 

"  European  Beginnings  of  American  History,"  by  Alice  M. 
Atkinson,^  Chapter  IV  (pp.  111-130). 

''  Introduction  to  American  History,"  by  Woodburn  & 
Moran,  Chapter  XIV  (pp.  133-142). 

"  American  Beginnings  in  Europe,"  by  Gordy,  Chapter 
XIV  (pp.  144-147). 

"  The  Dawn  of  American  History  in  Europe,"  by  Nida, 
Chapter  XVIII  (pp.  239-245). 

"  First  Steps  in  the  History  of  England,"  by  Mowry, 
Chapter  V  (pp.  49-58). 

Suggestions  for  Further  Lessons  upon  "  How  the  English 
People  Gained  their  Liberties."  ^ —  Following  the  suggestions 
in  Lessons  XII  and  XIII,  as  well  as  those  outlined  for  the 
Seven  B  Grade,  a  series  of  lessons  should  be  given  upon  such 
events  in  English  history  as  will  help  to  prove  How  the  Eng- 
lish people  gained  their  liberties.  (See  topics  mentioned  under 
unit  of  instruction  IV.)  Such  topics  as  the  Magna  Charta ; 
the  First  Representative  Parliament ;  the  Regular  Parlia- 
ment ;  the  Petition  of  Rights ;  and  the  Bill  of  Rights  need 
special  consideration.  Show  their  connection  with  the  history 
of  the  English  colonists.  Later,  during  the  study  of  the  thir- 
teen colonies,  constant  reference  should  be  made  to  these  topics. 

^  Miss  Atkinson,  in  her  book  mentioned  above,  gives  at  the  end  of  each 
chapter  excellent  lists  of  references.  These  furnish  a  wealth  of  suggestion  for 
collateral  reading. 

*  For  the  purpose  of  showing  a  greater  degree  of  diflSculty  in  all  subsequent 
lessons,  it  will  be  assumed  that  the  pupils  have  been  instructed  according  to 
methods  of  supervised  study. 


Expository  Lesson  107 

Access  to  any  helpful  source  material  needs  to  be  encouraged 
at  all  times.  Pupils  who  have  the  opportunity  to  obtain  infor- 
mation from  any  source  outside  of  school  should  be  recognized 
by  being  allowed  to  report  occasionally  to  the  class.  A  portion 
of  the  time  for  the  review  should  be  used,  at  stated  intervals, 
for  this  purpose. 

It  is  not  necessary,  however,  to  make  an  attempt  to  have 
the  pupils  report  upon  all  collateral  reading.  Much  of  this 
should  be  done  for  the  purpose  of  the  real  enjoyment  which 
children  derive  from  the  development  of  a  habit  of  reading. 
The  facts  themselves  will  not  all  be  remembered,  but  the 
impressions  and  ideas  resulting  from  such  reading  are  of 
greater  value  than  all  the  facts.  The  ability  to  turn  to  a 
certain  author,  when  information  on  a  topic  is  needed,  and 
the  power  to  gain  from  the  printed  page  the  facts  and  ideas 
expressed  there,  show  real  development. 

It  will  be  helpful  if  pupils  are  urged  to  watch  for  and  make 
a  note  of  any  accounts  in  their  reading  which  explain  why 
Englishmen  left  England.^  If  pupils  arc  directed  to  watch  for 
this  long  enough  in  advance,  they  will  have  many  reasons 
worth  considering  later.  This  will  make  an  excellent  ques- 
tion when  summarizing  How  the  English  people  gained  their 
liberties. 

Factors  Needing  Consideration  in  Giving  an  Expository 
Lesson.  —  This  type  of  lesson  should  be  used  very  infre- 
quently. Its  purpose  is  only  to  connect  events  which  pupils 
cannot  take  time  to  study  in  detail,  or  to  give  such  informa- 
tion as  might  require  unnecessary  research  on  the  part  of 
the  pupils.  The  frequent  employment  of  such  lessons,  how- 
ever, would  weaken  rather  than  strengthen  the  pupils. 

»  See  Beard-Baglcy,  "The  History  of  the  American  People,"  Chaps.  Ill,  IV. 


io8  Supervised  Study  in  History 

Long  and  unnecessary  detail  should  always  be  avoided.  A 
recital  of  too  many  facts  is  also  a  serious  disadvantage. 
Pupils  are  not  able  to  retain  these  long  lists  of  facts,  and  become 
confused  and  uncertain  when  called  upon  to  repeat  them.  If, 
however,  only  brief  statements  are  made,  and  such  as  are  of 
vital  importance,  many  points  which  might  not  be  clear  or 
from  which  pupils  seem  unable  to  draw  the  right  conclusions, 
will  be  strengthened  in  this  way. 

LESSON  XIV 

UNIT    OF     INSTRUCTION   [IV.  — THE    COLONIZATION     OF 
AMERICA.  — 2.  THE  ENGLISH   COLONIES   IN  AMERICA 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  An  Habituation  Lesson 

Time  Schedule 

The  Review 30  min. 

The  Assignment 25  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 25  min. 

Verification 5  min. 

Time-keeper 

The  Review.  — ■  Subject  Matter.  A  summary  of  the  events 
studied  in  solving  the  problem  : 

How  did  the  English  people  gain  their  liberties  ? 

Method.  The  problem  under  consideration  should  be 
restated  and  written  upon  the  board.  Now  proceed  to 
summarize  all  information  studied  which  had  any  bearing 
upon  the  problem.     Call  upon  the  pupils  to  name  in  order 


Habituatian  Lesson  109 

the  events  studied.  Write  these  upon  the  board  as  each  is 
given.  Now  ask  the  pupils  to  give  only  very  brief  statements 
to  prove  how  each  was  a  step  toward  self-government.  Ap- 
point a  pupil  to  find  and  report  upon  the  meaning  of  "  self- 
government."  Avoid  long  accounts  of  the  reign  of  William 
the  Conqueror,  King  John,  etc.  Determine,  instead,  how 
well  the  pupils  understand  the  benefits  gained  through  the 
study  of  the  Magna  Charta,  the  Petition  of  Rights,  etc. 
Insist  upon  proof  of  statements  made  by  requiring  pupils  to 
tell  the  source  of  their  information.  Encourage  them  to  read 
aloud  to  the  class  brief  passages  as  proof  of  their  statements. 
Ten  or  fifteen  minutes  devoted  to  a  brief  summary  of  this 
character  will  be  sufficient.  Since  each  topic  should  be  thor- 
oughly reviewed  before  beginning  the  next  one,  a  long, 
detailed  review  at  this  time  is  unnecessary. 

It  is  well  worth  while,  however,  to  give  the  class  an  entirely 
different  view  of  some  of  the  same  facts.  This  may  be  done 
by  asking  the  pupils  to  give  any  statement  discovered  which 
will  help  prove  Why  Englishmen  left  Ettgland.  (See  suggestion, 
pages  106-107.)  Again  write  these  upon  the  board  as  each  is 
suggested.  Insist  upon  references  being  given  and  statements 
read  as  suggested  above. 

Constantly  ask  the  pupils  such  questions  as  "  What  does 
it  mean?  "  and  "  Is  it  true?  "  Allow  pupils  to  have  books 
open  upon  the  desk  and  refer  to  them  at  any  time  during  this 
part  of  the  work.  Emphasize  the  fact  that  the  Petition  of 
Rights  was  not  gained  until  1628.  (Compare  this  with  1607, 
1614,  1620,  1630.) 

Conclude  the  review  by  determining  how  many  of  the  pupils 
think  they  have  discovered  and  tested  sufficient  data  to  feel 
that  they  have  solved  the  problem.     Any  who  wish  further  in- 


no  Supervised  Study  in  History 

formation  upon  the  question  should  be  directed  where  and 
how  to  investigate  further. 

A  study  of  How  the  English  people  gained  their  liberties, 
together  with  noting  other  reasons,  as  the  study  continues, 
has  thrown  much  light  upon  Why  Englishmen  left  England. 
This  point  should  be  made  very  clear  to  the  pupils  before  they 
begin  the  detailed  study  of  the  English  colonies  in  America. 

The  Assignment.  —  A  Study  of  the  Charter  of  1606.  Se- 
cure a  copy  of  the  Charter  of  1606.^  The  pupils  will  be 
greatly  interested  in  this  because  of  their  previous  study  of 
English  history.  Tell  the  class  that  this  is  a  copy  of  the 
charter  granted  by  King  James  I  in  1606.  Explain  that  this 
document  gave  the  English  people  the  right  to  settle  in 
America.  Ask  how  many  would  care  to  hear  certain  parts  of 
this  read. 

The  teacher  should  now  read  several  sentences,  —  enough 
to  show  the  pupils  the  pecuhar  style  ;  then  stop,  question  them 
about  the  meaning,  explain  difficult  words,  and  allow  the 
pupils  to  question.  In  this  way  continue  to  read  such  sen- 
tences or  passages  as  are  necessary  to  give  the  pupils  a  clear 
idea  of  the  London  and  the  Plymouth  Companies,  and  the 
land  to  be  controlled  by  each  company. 

Teachers  who  are  inclined  to  doubt  the  advisability  of 
presenting  such  material  to  seventh  grade  pupils,  would  be 
thoroughly  convinced  if  it  should  be  their  good  fortune  to  see 
Professor  Johnson  ^  teach  this  subject  matter  to  seventh  grade 
boys  and  girls.     Those  who  have  witnessed  his  success  in  so 

1  See  Poore's  "Charters  and  Constitutions,"  Part  II,  pp.  1888-1890. 

2  The  value  of  using  this  material  is  explained  by  Professor  Henry  Johnson 
in  his  book  "Teaching  of  History,"  The  Macmillan  Co.  To  him  the  author 
is  deeply  indebted  for  this  and  other  ideas  embodied  in  the  suggestions  for 


Habituation  Lesson  iii 

ably  presenting  such  material,  become  filled  with  enthusiasm 
and  a  strong  determination  to  attempt  such  work  in  their  own 
classrooms. 

Before  the  study  of  the  contents  of  the  charter  progresses, 
three  pupils  who  do  accurate  work  might  be  selected.  These 
pupils  should  write  on  the  board  any  facts  considered  neces- 
sary for  the  making  of  a  map  to  illustrate  the  portion  of  land 
granted  to  each  company.  Conclude  the  assignment  by 
checking  the  work  written  upon  the  board.  Add  to,  or  correct, 
any  facts  needed  for  reference  in  making  the  map.  Question 
the  pupils  to  determine  how  they  are  going  to  work  to  draw 
this  map. 

The  Study  of  the  Assignment.  —  (Written  work.) 

/  or  Minimum  Assignment. 

1.  By  consulting  your  geographies  and  referring  to  the  facts 
outlined  on  the  board,  draw  a  free-hand  map  of  the  eastern 
coast  of  the  United  States,  and  represent  the  following : 

(a)  The  land  to  be  controlled  by  the  London  and  the 
Plymouth  Companies. 

(6)  The  land  open  to  joint  occupation. 

(c)  Indicate  the  distance  from  the  coast  to  be  controlled 
by  each  company. 

II  or  Average  Assignment. 

2.  Why  did  the  King  name  these  companies  the  London  and 
the  Plymouth  Companies? 

3.  Give  the  title,  name  of  the  author,  and  the  reference  to 
the  exact  page  of  any  books  in  which  you  can  find  reasons 
why  King  James  was  eager  to  establish  permanent  English 

lessons  on  the  colonization  of  America.  A  careful  study  of  pp.  263-268  of  the 
text  mentioned  above  will  give  a  wealth  of  suggestion  for  the  development  of 
this  work. 


112  Supervised  Study  in  History 

colonies  in  America.     Read  each  reference  carefully  before 
noting  it.     (Caution  pupils  against  deciding  upon  the  worth 
of  a  paragraph  by  considering  its  heading  only.) 
///  or  Maximum  Assignment.     (Review  work.) 

4.  What  Englishman  had  previously  attempted  to  plant 
colonies  in  the  territory  now  claimed  by  the  London  Company  ? 

5.  Briefly  tell  about  the  fate  of  these  colonies. 
Verification.  —  During  the  study  period  the  teacher  has  an 

opportunity  to  pass  from  desk  to  desk,  and  prevent  serious 
erroneous  impressions  by  questioning  any  pupil  who  has 
failed  to  comprehend  the  points  discussed  during  the  assign- 
ment. A  few  questions  are  far  more  valuable  in  setting  a 
pupil  right  than  the  same  amount  of  time  devoted  to  giving 
this  pupil  direct  information.  Pupils  will  develop  the  power 
to  do  independent  thinking  only  when  the  training  is  of  the 
character  to  produce  independent  thinkers.  All  papers  should 
be  collected  and  inspected  by  the  teacher  in  order  that  he 
may  be  able  to  select  the  best,  as  well  as  the  ones  which  con- 
tain the  most  glaring  errors.  These  papers  should  be  made 
the  basis  of  the  review  for  the  next  day.  ^ 


An  Appreciation  and  Habituation  Lesson        113 


LESSON  XV 

UNIT    OF    INSTRUCTION     IV.  — THE    COLONIZATION     OF 
AMERICA.  — 2.   THE   ENGLISH   COLONIES  IN    AMERICA 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type. —  An  Appreciation  and  Habituation  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment 30  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  A  discussion  of  the 
facts  represented  by  the  maps  drawn  during  the  previous 
lesson. 

Method.  Select  the  most  accurate  maps,  show  them  to 
the  class  and  aid  the  pupils  to  recognize  the  good  points 
about  each  one.  Then  select  several  maps  representing  aver- 
age ability,  and  call  upon  the  pupils  to  whom  they  belong 
for  ways  in  which  each  could  be  improved.  Leave  those 
which  show  least  accuracy  until  the  study  period.  A  word 
or  two  with  such  pupils  in  an  undertone  aids  the  teacher  to 
determine  whether  the  pupil  is  entirely  at  sea,  or  lacks  the 
power  to  represent  graphically  facts  which  are  clearly  under- 
stood. These  pupils  are  thus  saved  from  embarrassment  and 
discouragement  when  the  other  maps  are  exhibited  and  dis- 
cussed. Permit  the  class  to  judge  whether  the  better  ones 
I 


114  Supervised  Study  in  History 

should  be  placed  in  the  group  of  "  excellent  "  maps,  or  the 
group  of  "  fair  "  ones.  (Exceedingly  poor  maps  should  not 
be  exhibited.  More  help  can  be  given  such  pupils  as  sug- 
gested above.) 

Now  allow  the  class  to  elect  two  pupils  from  among  those 
whose  maps  were  judged  to  be  ''  excellent."  These  pupils 
have  the  responsibility  of  drawing  a  large  map  on  the  board, 
with  colored  crayon.  This  map  may  be  left  upon  the  board 
and  used  for  reference  during  the  study  of  the  Virginia  and 
the  Plymouth  colonies. 

It  means  more  to  the  pupils  elected,  and  to  the  class  as  a 
whole,  to  have  this  decision  come  from  the  class  rather  than  from 
the  teacher.  Teachers  who  have  never  attempted  this  need 
have  no  fear  that  the  pupils  will  be  unfair  or  inconsiderate, 
if  given  the  opportunity  to  decide  some  of  these  things  for 
themselves.  If  the  policy  in  the  classroom  is  that  of  coopera- 
tion, the  pupils  will  quickly  come  to  realize  this  fact.  They 
are  willing  and  proud  to  recognize  their  leaders  in  any  line 
of  endeavor.  This  places  an  added  responsibility  upon  the 
leaders  themselves,  who  are  only  too  anxious,  in  order  to 
please  the  class,  to  devote  any  amount  of  time  and  energy 
to  the  piece  of  work  they  have  been  delegated  to  do.  To  the 
extent  to  which  teachers  appreciate  the  need  for  such  develop- 
ment and  provide  occasions  for  the  exercise  of  initiative, 
pupils  will  always  measure  up  to  the  faith  shown  in  their 
ability. 

Conclude  the  review  by  calling  upon  several  pupils  to  sum- 
marize the  important  facts  gained  from  the  study  of  the 
Charter  of  1606.  This  summary  may  be  given  by  permitting 
as  many  pupils  as  possible  to  contribute  a  statement,  in  the 
time  remaining  for  the  review. 


An  Appreciation  and  Habituation  Lesson         115 

The  Assignment.  —  i.   The  recognition  of  the  new  problem. 
2 .    Instruction  in  how  to  judge  the  worth  of  statements  found 
in  the  text. 

The  recognition  of  the  new  proUem.  Allow  the  pupils  to 
suggest  questions  which  they  consider  worthy  of  investi- 
gation in  studying  the  English  colonies  in  America.  Such 
questions  as  the  following  will  no  doubt  be  suggested : 

Where  were  colonies  planted  ? 

Who  founded  each  colony? 

What  was  the  object  of  the  colony? 

What  happened  in  each  colony? 
Write  these  on  the  board  ;  then  consider,  with  the  class,  the 
broadness  of  each  one.  Tell  the  pupils  that  we  want  to  select  a 
question  which  will  meet  the  needs  found  in  the  study  of  each 
colony.  Through  suggestions  and  questions,  help  the  class 
to  combine  their  questions  into  one  similar  to  the  following : 

"  Where  did  the  English  colomsts  settle  in  America  and 
how  did  they  live  ?  "  This  may  now  become  the  new  problem 
for  consideration. 

Instruction  in  how  to  judge  the  worth  of  statements  found 
in  the  text.  Using  Mowry's  "  Essentials  of  United  States 
History,"  as  an  illustration,  have  the  pupils  consult  the  index 
for  the  page  reference  to  the  London  company  (page  27). 
Direct  them  to  read  the  title  of  the  chapter,  then  the  heading 
of  the  first  paragraph.  Now  have  them  read  paragraph  27 
silently,  and  select  any  statement  which  does  not  agree  with 
facts  found  yesterday  in  the  Charter  itself.  Have  these 
statements  read  aloud,  if  any  are  found,  and  by  explanation 
and  questions  help  the  pupils  to  recognize  and  appreciate  the 
dilTerence  between  the  two.  The  map  on  page  27  should  be 
included  in  this  study  also. 


ii6  Supervised  Study  in  History 

Now  proceed  to  read  the  next  paragraph.  Ask  what  one 
might  expect  the  paragraph  to  tell,  judging  from  the  heading. 
Have  this  paragraph  read  aloud,  a  sentence  at  a  time,  and 
discuss  the  meaning  of  each  one.  Explain  the  meaning  of  the 
quotation  marks  found  so  frequently  on  these  pages.  The 
pupils  will  be  interested  to  know  that  the  sentence  quoted, 
"  You  must  observe,  if  you  can,  whether  the  river  on  which  you 
plant  doth  spring  out  of  the  mountains  or  of  lakes,"  etc.,  is 
quoted  from  the  paper  of  instructions  prepared  by  Hakluyt  for 
the  information  of  the  officers  upon  landing.  Any  pupil  who 
is  interested  in  reading  more  about  these  instructions  should 
be  told  to  read  "  Old  Virginia  and  Her  Neighbours,"  Volume 
I,  by  John  Fiske^  (pp.  71-79)-  Another  pupil  might  be  re- 
ferred to  the  same  volume  for  information  about  Richard 
Hakluyt  (p.  41-50).  This  should  not  be  read  at  this  time, 
but  later  during  the  maximum  assignment,  or  outside  of 
school. 

Show  the  class  that  it  is  impossible  always  to  look  up  the 
sources  of  all  these  quotations.  Much  benefit  will  be  derived, 
however,  if  pupils  are  made  conscious  of  the  fact  that  there 
are  many  sources  consulted  by  writers  of  histories.  Few 
pupils  who  study  history  realize  this  fact,  unless  it  is  brought 
to  their  attention  in  such  a  way. 

Only  the  two  paragraphs  (27-28)  should  be  attempted 
during  the  brief  time  allotted.  Ask  some  pupil  to  state  the 
reasons  given  in  paragraph  28  for  sending  colonies  to  America. 
Call  upon  another  pupil  to  read  only  the  sentence  which  tells 
about  the  main  purpose  of  the  companies.  Direct  the  atten- 
tion of  the  class  to  the  footnote  on  page  29.  Ask  a  pupil  to 
explain  the  advantage  of  such  notes  to  the  reader.     Many 

1  Houghton  Miflain  Co. 


An  Appreciation  atid  Habituation  Lesson        117 

other  directions  might  be  given.     These  indicate  only  the 
general  method  of  procedure. 

Study  of  the  Assignment.  —  I  or  Minimum   Assignment. 

1.  Fmd  the  following  facts  about  the  colony  founded  by 
the  London  Company  in  America : 

(a)  The  extent  of  the  land  called  Virginia. 
(6)   The  number  and  character  of  the  settlers, 
(c)   The  location  and  name  of  the  first  settlement. 
{d)  The  difiiculties  encountered. 

{e)  The  service  rendered  the  colony  by  John  Smith,  one  of 
the  Council. 

//  or  Average  Assignment. 

2.  Write  an  account  of  the  Jamestown  colony.  Tell  only 
such  facts  as  you  consider  the  most  important  of  those  studied 
thus  far. 

3.  Why  do  we  begin  the  study  of  the  English  colonies  in 
America  with  the  study  of  Jamestown  ? 

///  or  Maximum  Assignment. 

Many  interesting  accounts  may  be  found  about  the  Virginia 
colony  in  the  source  books  upon  the  table.  Read  as  much 
as  you  can  from  any  book  in  the  following  Hst :  ^ 

Elson,  "History  of  the  United  States"  (Macmillan  Co.), 
\'ol.  I,  beginning  at  p.  60. 

Southworth,  "  Builders  of  our  Country "  (Appleton), 
Book  I,  beginning  at  p.  73. 

Fiske,  "Old  Virginia  and  her  Neighbours"  (Houghton 
Mifflin  Co.),  Vol.  I,  beginning  at  p.  80. 

'Teachers  are  strongly  urged  to  use  their  own  initiative  in  selecting  material 
for  collateral  reading.  The  books  used  as  reference  in  any  of  the  lessons  out- 
lined in  this  manual  are  for  illustrative  purposes  only.  This  has  been  done  in 
the  hope  of  demonstrating  some  of  the  advantages  which  will  be  derived  by 
pupils  when  teachers  avoid  a  rigid  adherence  to  a  single  text. 


ii8  Supervised  Study  in  History 

Hart,  "  Source  Readers  in  American  History"  (Macmil- 
lan  Co.),  Vol.  I,  beginning  at  p.  98. 

Higginson,  "  A  Book  of  American  Explorers"  (Longmans, 
Green  &  Co.),  beginning  at  p.  231. 

Old  South  Leaflet  No.  122,  Richard  Hakluyt,  "  Eng- 
land's Title  to  North  America,"  from  "  Discourses  concerning 
Western  Planting." 

Old  South  Leaflet  No.  167,  "  Captain  John  Smith's 
Account  of  the  Settlement  of  Jamestown." 

How  to  Encourage  Collateral  Reading.  —  Experience  has 
proved  that  the  following  plan  will  be  most  beneficial  in  pro- 
viding a  situation  which  will  result  in  habit  formation : 

Secure  as  large  a  table  as  available  space  in  the  room  will 
permit.  Place  this  either  in  the  front  or  the  rear  of  the  room, 
as  far  away  from  the  class  as  possible,  and  arrange  as  many 
chairs  around  it  as  can  be  accommodated.  This  may  now 
be  used  as  a  reading  table,  and  should  contain  such  material 
as  will  be  most  beneficial  to  the  pupils  during  the  study  of  any 
topic  or  problem. 

Pupils  should  be  given  the  privilege  of  coming  to  this  table 
and  reading  any  of  the  books  placed  there,  at  any  time  which 
will  not  interfere  with  their  other  duties.  The  study  period, 
however,  should  be  the  chief  occasion  for  this  work.  No  better 
provision  for  a  maximum  assignment  could  be  made  than  to 
allow  any  pupil  who  succeeds  in  preparing  the  minimum  and 
average  assignments,  the  privilege  of  amphfying  his  impres- 
sions through  such  a  means. 

Teachers  will  find  that  pupils  will  eagerly,  grasp  such  an 
opportunity.  They  will  be  anxious  to  come  early  in  the 
morning  and  return  early  at  noon,  or  ask  to  take  books  home 
in  order  to  read  some  author  they  have  found  especially  inter- 


An  Appreciation  and  Habituation  Lesson        119 

esting.  Insist  at  all  times  that  all  other  work  required  must 
be  well  done  before  the  privilege  of  having  access  to  this 
material  can  be  granted.  Unless  this  is  made  very  emphatic, 
pupils  will  obtain  only  a  superficial  knowledge  of  the  lesson 
assigned  in  their  eagerness  to  go  to  the  table  and  read  a  favor- 
ite book.  This  work  may  easily  be  controlled,  however,  and 
the  incentive  will,  if  properly  managed,  aid  in  securing  better 
results  in  all  lines  of  endeavor. 

The  books  suggested  in  the  maximum  assignment  of  Lesson 
XV  are  only  suggestive  of  one  kind  of  material  which  may  be 
used  for  collateral  reading.  Extensive  work  of  this  character 
will  become  very  well  developed  in  the  Eighth  Grade  and  high 
school,  if  begun  in  the  Seven  A  Grade.  Such  references  as 
Fiske  and  Higginson  may  be  considered  more  fitting  for  older 
pupils.  Children  of  this  age,  however,  also  enjoy  working  upon 
something  difficult,  and  if  enough  other  material  is  supplied, 
no  harm  is  done  by  placing  such  material  within  their  reach. 

Encourage  pupils  to  bring  from  home  or  the  public  library 
books  which  they  have  found  helpful.  They  often  make 
some  very  valuable  contributions  in  this  way,  and  it  serves 
to  keep  them  alert  and  conscious  of  the  need  for  research  con- 
cerning the  topics  under  discussion.  Pupils  who  make  such 
contributions  should  be  taught  to  mark  the  pages  found  most 
helpful,  by  inserting  small  slips  of  paper.  Individual  records 
of  the  books  consulted  in  this  way  will  prove  at  the  end  of  the 
semester  the  value  of  such  a  plan.  This  work  will  be  much 
more  effective  if  it  is  made  possible  for  teachers  to  have  several 
copies  (at  least  three)  of  the  same  book  upon  the  reading 
table.     Money  spent  in  this  way  is  well  spent. 

Frequent  changes  should  be  made  in  this  material  as  the 
needs  of  the  class  change.     It  may  i)e  entirely  source  material 


I20  Supervised  Study  in  History 

at  one  time ;  magazines  and  newspaper  clippings  may  replace 
this  material ;  while  standard  works  of  our  great  authors  and 
poets  may  later  be  introduced  to  the  class.  An  enthusiastic 
teacher  will  find  many  ways  to  make  this  part  of  the  child's 
instruction  particularly  interesting  and  helpful  to  him.  If 
such  collateral  material  is  briefly  noted  by  the  teacher  in  the 
course  of  study,  opposite  the  topic  for  which  it  is  selected, 
much  time  and  effort  will  be  saved  in  determining  suitable 
material  to  be  used  with  this  and  other  classes. 

Suggestions  for  Further  Lessons  upon  "  The  English  Col- 
onies in  America."  —  Following  the  suggestions  given  in 
Lessons  XIV  and  XV,  a  detailed  study  should  be  made  of  at 
least  four  colonies.  Virginia,  Massachusetts,  New  York  and 
Pennsylvania  might  be  selected  as  types.  Provision  for  col- 
lateral reading  should  be  made  in  as  extensive  a  way  as  the 
ability  of  the  pupils  and  time  will  permit.  A  Socialized  Reci- 
tation at  the  end  of  the  study  of  each  colony  would  give  the 
pupils  an  opportunity  to  review  each,  as  well  as  to  make  use 
of  much  of  the  information  gained  through  their  collateral 
reading, 

A  general  study  of  the  purpose  of  the  settlement  of  the 
other  original  thirteen  colonies,  together  with  any  event  which 
particularly  influenced  the  development  of  all  the  colonies, 
should  follow  the  study  of  the  four  selected  as  types.  Possibly 
one  lesson  would  suffice  to  give  the  class  an  understanding  of 
The  Government  of  the  Colonies  by  England.  (See  unit  of 
instruction  IV,  3.)  This  should  be  done  by  means  of  an 
Expository  Lesson.  An  opportunity  should  be  provided  in 
the  study  period  for  the  pupils  to  determine  the  form  of  govern- 
ment existing  in  each  colony  at  the  close  of  the  period  of 
colonization.    It  may  be  found  that  this  topic  can  be  taught 


A  Review  aiid  Deductive  Lesson  121 

to  better  advantage  at  any  time  during  the  study  of  the 
colonies.  If  the  question  concerning  the  government  of  the 
English  colonies  in  America  is  raised  by  the  pupils,  as  a  result 
of  any  reading  or  investigation,  teach  the  necessary  facts  per- 
taining to  this  question  at  such  a  time,  rather  than  delay  the 
study  of  this  topic  until  later. 

The  work  upon  the  English  Colonies  in  America  might 
finally  be  summarized  and  reviewed  by  having  a  map  made  to 
represent  the  extent  of  the  thirteen  colonies,  and  also  brief 
reports  given  upon  the  manners  and  customs  of  the  people 
during  colonial  days.  A  Red  Letter  Day  Lesson,  in  conclusion, 
based  upon  a  consideration  of  leading  men  of  colonial  days, 
should  give  the  pupils  an  excellent  understanding  of  the  events 
concerning  which  they  need  information.  If  pupils  are  in- 
structed to  save  material  for  such  a  lesson,  as  the  study  of  each 
colony  progresses,  much  of  this  work  will  have  been  done. 

LESSON  XVI 

UNIT  OF  INSTRUCTION  IV. -^  THE  COLONIZATION  OF 
AMERICA.  — 3.  STEPS  TOWARD  SELF-GOVERNMENT 
IN  THE   COLONIES 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  A  Review  and  Deductive  Lesson 

Time  Schedule 

The  Review 25  min. 

The  Assignment 20  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 30  min. 

Verification 10  min. 

Time-keeper 


122  Supervised  Study  in  History 

The  Review. — Subject  Mailer.  The  Colonial  Assembly  in 
Virginia,  the  Mayflower  Compact,  and  the  New  England 
Confederation. 

Method.  Since  these  three  topics  generally  have  been 
studied,  in  connection  with  the  study  of  the  colonies,  they  do 
not  appear  at  this  time  as  new  topics,  but  rather  as  old  material 
viewed  in  a  new  light.  When  discovered  first,  it  was  in  rela- 
tion to  the  events  of  the  particular  colony  or  colonies  to  which 
each  belonged.  As  reviewed  at  this  time,  each  event  repre- 
sents a  link  in  a  chain  of  events,  finally  culminating  in  inde- 
pendence and  complete  self-government. 

Begin  this  review  by  calling  upon  the  pupils  to  name  quickly 
and  in  chronological  order  the  events  in  English  history  by 
which  the  people  gained  greater  rights  and  privileges.  (Stop 
with  the  Petition  of  Rights  in  1628.)  Now  ask  the  pupils 
to  recall  any  occasions  discovered  during  the  study  of  the 
colonies,  which  indicated  an  attempt  at  self-government  by 
the  EngHsh  colonists  in  America.  The  majority  of  pupils  will 
be  able  to  recall  the  First  Colonial  Assembly,  the  Mayflower 
Compact,  and  the  New  England  Confederation.  Write 
these  upon  the  board  as  each  is  given. 

Now  direct  the  pupils  to  refer  to  their  textbooks  for  the  pur- 
pose of  arranging  these  topics  in  chronological  order.  The  cor- 
rect order  should  be  written  upon  the  board,  with  the  date  of 
each  event.  Have  pupils  suggest,  also,  the  proper  place  for  the 
Petition  of  Rights  and  the  Bill  of  Rights.  Explain  why  these 
are  to  be  included  at  this  time.  The  final  arrangement  will 
appear  upon  the  board  in  the  following  manner : 


A  Review  and  Deductive  Lesson  123 

Steps  toward  Self- Government  in  America 

1.  The  First  Colonial  Assembly,  —  Virginia  —  16 19. 

2.  The  Maj-flower  Compact,  —  Massachusetts  —  1620. 

(The  Petition  of  Rights,  —  England  —  1628.) 

3.  The  New  England  Confederation,  —  New  England  —  1643. 
(The  Bill  of  Rights,  —  England  —  1689.) 

Question  the  pupils  in  order  to  determine  how  much  in- 
formation they  have  concerning  these  events.  Although  a 
general  study  of  these  topics  was  made  at  the  time  of  the  study 
of  the  colonies,  the  pupils  will  quickly  discover  a  need  for 
more  detailed  information  in  the  light  of  the  new  problem. 
This  will  lead  directly  to  the  assignment. 

The  Assignment.  —  i .  References  determined  by  the 
pupils  for  study  of  the  three  topics  referred  to  in  the  review. 

2.  The  discovery  by  the  pupils  of  the  fourth  attempt  at 
union  and  self-government,  made  by  the  English  Colonies  in 
America. 

References  determined  by  the  pupils. 

Using  such  references  as  Mace's  "  School  History  of  the 
United  States  "  ^  and  McLaughlin  &  Van  Tyne's  "  A  History 
of  the  United  States  for  Schools  "  ^  as  illustration,  allow  the 
pupils  to  find  the  best  references  for  each  of  the  topics  referred 
to  in  the  review.  These  references  should  be  written  upon  the 
board  after  each  topic  when  decided  upon  by  the  class.  Allow- 
ing a  moment  or  two  for  the  class  to  use,  first,  Mace,  then 
McLaughlin  &  Van  Tyne,  consult  the  index,  glance  quickly 
at  the  paragraphs,  and  select  the  one  judged  to  be  the  best. 
The  references  suggested  may  appear  somewhat  as  follows : 

»  Rand,  McNally  &  Co.  2  Appleton. 


124  Supervised  Study  in  History 

Steps  toward  Self-Government  in  America 

1.  The  First  Colonial  Assembly,  —  Virginia    M.,  p.  32. 

—  1619.  McL.  &VanT., 

p.  47. 

2.  The  Mayflower  Compact,  —  Massachu-    McL.  &  Van  T., 

setts  —  1620.  pp.  53-54- 

3.  The    New    England    Confederation  —    M.,  pp.  64-65. 

1643.  McL.  &  Van  T., 

pp.  72-73. 

4.  The  Albany  Convention,  —  New  York    M., pp.  126-127. 

—  1754.  McL.  &  Van  T., 

pp.  117-118. 

(Topic  No.  4  will  be  added  later  when  discovered  by  the 
pupils.) 

Discovery  of  the  new  fact  for  consideration. 

Show  how  the  Bill  of  Rights  obtained  in  England  in  1689 
satisfied  the  people.  Give  also  a  few  other  reasons  why 
more  than  one  hundred  years  elapsed  after  the  New  England 
Confederation  in  1643  before  the  EngHsh  colonies  in  America 
made  another  united  attempt  toward  self-government.  Men- 
tion the  French  and  Indian  War,  without  going  into  an  account 
of  its  causes.  Simply  state  that  this  danger  which  threatened 
the  colonists  caused  them  to  attempt  a  plan  of  union.  This  is 
known  as  our  fourth  step  toward  self-government.  If  no  one  in 
the  class  has  discovered  what  this  was,  write  "  The  Albany 
Convention  "  as  the  fourth  topic  upon  the  board,  and  allow 
the  pupils  to  find  the  references  for  this  topic,  as  suggested 
above. 

The  Study  of  the  Assignment.  —  /  or  Minimum  Assignment. 
I.   Following    the    references    indicated     after    each    topic 


A  Review  atid  Deductive  Lesson  125 

written  upon  the  board  during  the  review  and  assignment, 
read  each  reference  carefully.  Be  able  to  tell  the  important 
facts  about  each  topic. 

2.  Which  book  do  you  consider  gives  the  more  detailed  ac- 
count of  the  New  England  Confederation?  Give  the  reason 
for  your  answer.     (Written  work.) 

II  or  Average  Assignment.     (Written  work.) 

3.  After  reading  all  the  references  noted  for  each  topic  on 
the  board,  which  step  toward  self-government  do  you  consider 
had  the  most  lasting  results?     Tell  why  you  think  so. 

///  or  Maximum  Assignment. 

4.  Write  a  hst  of  any  questions  occurring  to  you  during  the 
study  of  the  Albany  Convention,  concerning  which  you  would 
like  more  information. 

Verification.  —  After  determining  the  number  working 
upon  or  having  completed  each  part  of  the  assignment,  spend 
the  brief  time  remaining  in  determining  the  kind  of  questions 
written  by  those  reaching  the  maximum  assignment.  The 
purpose  of  this  part  of  the  assignment  is  to  discover  if  the 
pupils  realize  a  need  for  the  study  of  the  Intercolonial  Wars.^ 

1  Teachers  will  find  Becker's  "Begin-nings  of  the  American  People,"  Hough- 
ton Mifflin  Co.,  of  particular  value  as  a  reference  for  personal  use  during  the 
study  of  the  colonization  of  America  and  the  Revolutionary  War. 


CHAPTER  SIX 
UNIT  OF  INSTRUCTION  V 

The  Intercolonial  Wars 

When  this  Unit  should  be  Studied.  —  If  pupils  are  doing 
any  real  thinking,  the  study  of  the  Albany  Convention  must 
have  caused  them  to  ask,  "  Why  did  war  threaten  the  French 
and  English  colonies  in  America?  "  or  "  Why  were  the  French 
and  English  colonists  such  bitter  enemies?  "  or  questions  of  a 
similar  nature.  Because  these  questions  seem  the  natural 
result  of  the  study  of  the  previous  lesson,  it  is  wise  to  defer 
the  further  study  of  the  Steps  toward  Self-Government  in 
America  until  time  can  be  given  to  the  consideration  of  the 
Intercolonial  Wars,  culminating  in  the  French  and  Indian  War. 
Avoid  a  detailed  study  of  the  events  of  these  wars.  Spend 
time,  however,  in  discovering  the  reasons  why  the  mother 
countries  were  enemies.  An  Expository  Lesson  might  be 
given  to  explain : 

1 .  The  rivalry  between  Spain  and  England,  ending  in  Eng- 
land defeating  the  Spanish  Armada  ; 

2.  Between  Holland  and  England,  when  New  Netherland 
became  New  York ; 

3.  Between  England  and  France,  beginning  with  King 
William's  War  and  ending  with  the  French  and  Indian  War. 

The  first  three  wars  should  merely  be  considered  in  a  general 
way.     The  three  great  disputes  mentioned  above  will  explain 

126 


Unit  of  Instruction  V  127 

why  the  colonies  in  America  took  up  the  struggle.  Merely 
name  each  war,  find  the  length  of  time  each  lasted  (dates), 
and  the  most  important  effect  upon  the  colonists. 

This  leads  directly  to  a  consideration  of  such  questions  as 
were  asked  in  Lesson  XVI.  Some  details  are  worthy  of  con- 
sideration at  this  point.  One  or  two  lessons  might  well  be 
devoted  to  the  study  of  the  French  and  Indian  War,  in  order 
to  make  clear  the  conflicting  claims  of  France  and  England ; 
the  reason  why  England  wished  to  strengthen  her  claim  west 
of  the  Allegheny  Mountains ;  men  prominent  on  each  side, 
and  the  final  outcome  of  the  great  struggle.^  The  most  impor- 
tant points  to  remember  might  be  summarized  by  means  of  a 
Socialized  Review. 

With  the  exception  of  the  completion  of  the  Steps  toward 
Self -Government  in  America,  the  pupils  are  now  ready  to  begin 
the  study  of  the  Revolution  of  the  English  Colonists.  Other 
steps  toward  self-government  will  be  discovered  as  the  pupils 
study  the  Revolution.  As  each  event  is  discovered  in  relation 
to  the  war,  it  also  should  be  recognized  as  a  step  toward  self- 
government.  Such  events  need  careful  consideration  at  this 
time.  This  will  aid,  however,  in  later  summarizing  all  which 
may  be  con.sidered  as  steps  toward  self-government.  Pupils 
will  have  a  better  understanding  of  the  development  of  the 
spirit  of  independence,  if  the  steps  toward  self-government 
which  preceded  the  Revolution  are  studied  prior  to  the  study 
of  that  unit  of  instruction. 

» An  excellent  reference  for  the  study  of  these  wars  is  Beard-Baglcy,  "  The 
History  of  the  American  People,"  Chap.  V.  Teachers  will  find  the  proI)iems 
listed  at  the  end  of  each  chapter  in  this  text  of  great  value.  The  authors  have 
suggested  a  wealth  of  material  which  may  be  used  to  excellent  advantage  in  the 
average  and  the  maximum  assignments. 


128  Supervised  Study  in  History 

LESSON  XVII 

UNIT  OF  INSTRUCTION  VI.  — THE  REVOLUTION  OF  THE 
ENGLISH  COLONISTS  IN  AMERICA 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  Inductive  and  How  to  Study  Lesson 

Time  Schedule 

The  Review        15  min. 

The  Assignment 40  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 25  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  "  The  Rights  of  English- 
men "  in  England  and  America. 

Method.  Devote  only  a  brief  time  in  questioning  the 
pupils  in  order  to  have  them  recall  the  ways  in  which  the  Eng- 
lish people  gained  their  liberties  and  what  rights  were  granted. 

Several  points  which  will  particularly  emphasize  the  essential 
facts  to  be  kept  in  mind  may  be  written  upon  the  board. 
The  names  of  pupils  who  previously  had  difficulty  with  these 
topics  may  be  added.  These  pupils  then  become  responsible 
for  reciting  upon  the  topic  indicated.  Socialize  the  work  by 
allowing  other  pupils  to  supplement  the  answers  given, 
through  questioning  the  pupils  who  have  recited,  or  by  adding 
facts  themselves. 

Since  this  subject  matter  has  been  studied  in  detail,  and  re- 
viewed on  several  previous  occasions,  a  very  brief  review  should 
be  devoted  to  it  at  this  time.     It  should  be  brought  up  here  in 


Inductive  and  How  to  Study  Lesson  129 

order  to  help  the  pupils  realize  the  connection  between  these 
events  and  those  to  be  given  consideration  in  future  lessons. 

The  Assignment.  —  i.  The  Problem.  What  events  in 
England  and  the  colonies  are  considered  to  be  the  causes  of 
the  Revolutionary  War? 

2.  Collection  of  data  concerning  this  problem  (teacher  and 
pupils  working  together). 

3.  Organization  of  these  data  into  remote  or  immediate 
causes. 

The  Problem.  Tell  the  class  that  before  we  can  study 
the  war  itself,  we  must  thoroughly  investigate  the  causes 
of  this  war.  This  will  lead  us  to  the  consideration  of  certain 
events.  Ask  the  class  to  suggest  the  wording  of  the  prob- 
lem which  demands  investigation.  Something  similar  to  the 
above  will  be  obtained,  which  may  be  accepted  or  modified  as 
the  occasion  demands.  Write  this  upon  the  board  for  con- 
sideration as  the  lesson  develops. 

Collection  of  Data.  Greater  benefit  will  be  derived  by 
the  pupils  if  the  teacher  works  with  the  class,  than  if  an 
attempt  is  made,  through  an  expository  lesson,  to  explain 
some  of  these  conditions.  Select  a  textbook  which  gives 
a  vivid  and  accurate  portrayal  of  these  events.  If  only  one 
set  of  books  is  available,  and  this  set  seems  inadequate,  use  a 
single  book  instead. 

Referring  to  Dickson's  "  American  History  for  Grammar 
Schools  "  ^  as  an  illustration,  the  teacher  might  first  read  to 
the  class  Chapter  VIII  (pp.  148-150),  which  briefly  summarizes 
the  situation  in  the  colonies  previous  to  the  Revolutionary 
War.^     Follow  this  by  a  careful  consideration  of  the  contents 

*  Macmillan. 

•  See  also  Bcard-Bagley, "  The  History  of  the  American  People,"  Chapter  VII. 

K 


130  Supervised  Study  in  History 

of  Chapters  IX  and  X  (pp.  1 51-158).  Call  upon  different 
members  of  the  class  to  read  these  pages  aloud.  Stop  any 
pupil  from  time  to  time  in  order  to  have  the  meaning  of 
some  word  looked  up  and  explamed,  or  to  give  them  an  oppor- 
tunity to  question  about  any  point  that  is  not  clear.  Do  not 
allow  pupils  to  read  aloud  for  an  indefinite  length  of  time 
without  being  interrupted  at  the  end  of  every  paragraph  or  two, 
or  even  more  frequently,  if  necessary,  in  order  to  make  sure 
that  real  thinking  is  being  done. 

As  the  different  events  mentioned  in  the  text  are  read, 
discussed  by  the  pupils,  and  frequently  elaborated  upon  by  the 
teacher,  those  which  have  a  direct  relation  to  the  problem 
should  be  written  on  the  board  under  the  problem.  Call 
particular  attention  to  chapter  headings  and  margmal  notes. 

If  it  is  impossible  to  cover  the  facts  contained  in  Chapters 
IX-X  during  the  time  for  the  assignment,  discontinue  the 
work  wherever  most  advisable,  and  take  up  the  new  work 
at  this  point  upon  the  following  day.  Be  sure  that  the  pupils 
have  a  clear  impression  of  the  condition  of  affairs  discussed. 
The  detailed  study  of  these  events  will  be  provided  for  in  the 
study  period.  The  chief  point  to  be  kept  in  mind  during  the 
assignment  is  to  discover  what  some  of  the  events  were  which 
led  to  the  revolution  of  the  colonists. 

Organization  of  Data.  First  have  the  meaning  of  the 
words  "  remote  "  and  "  immediate  "  (or  "  direct  "  and  "  in- 
direct," whichever  are  preferred)  looked  up  by  the  pupils. 
Now  help  them  to  see  that  there  was  a  gradual  accumulation 
of  reasons  which  finally  caused  the  colonists  to  resist  the 
mother  country.  Strongly  emphasize  the  fact  that  the  colo- 
nists entered  the  war  in  order  to  defend  their  rights  as  EngUsh- 
men,  and  not  to  gain  their  independence.     Pupils  are  often 


Inductive  and  How  to  Study  Lesson  131 

given  very  erroneous  impressions  unless  this  point  is  constantly 
kept  in  mind. 

Briefly  consider  the  topics  written  on  the  board  under  the 
problem,  in  order  to  determine  whether  they  should  be  classi- 
fied as  remote  or  immediate.  Show  why  a  study  of  the  remote 
causes  must  precede  that  of  the  immediate  causes.  Conclude 
the  assigrmient  by  writing  the  term  "  Remote  Causes " 
above  the  topics  on  the  board,  when  accepted  by  the  class. 

The  Study  of  the  Assignment.  —  Directions.  '*  Consult 
the  index  of  each  book  found  upon  your  desk  for  information 
upon  the  topics  hsted  below.  Read  all  references  carefully 
in  order  to  find  answers  to  the  questions  under  each  topic. 
Be  ready  to  hand  in  at  the  close  of  the  period,  a  Hst  of  the 
references  discovered  and  the  pages  consulted  for  each 
topic." 

/  or  Minimum  Assignment.  Some  of  the  Remote  Causes 
of  the  Revolution. 

1.  The  Navigation  Acts.     1645. 

{a)  Learn  four  ways  in  which  these  acts  injured  the  col- 
onies. 
(6)  In  what  ways  did  the  colonists  disobey  these  acts  ? 

2.  The  Writs  of  Assistance.     1761. 

{a)  What  term  commonly  used  to-day  might  be  applied  to 

these  writs  of  assistance  ? 
(6)  Why  did  England  pass  this  law  ? 

3.  The  Stamp  Act.     1765. 

{a)  What  was  the  purpose  of  this  act? 
(6)  How  was  it  received  by  the  colonists  and  why? 
(c)   Be  able  to  give  an  account  of  the  Stamp  Act  Congress. 
{d)  What  was  the  final  result  of  the  resistance  the  colo- 
nists made  to  this  act  ? 


132  Supervised  Sttidy  in  History 

II  or  Average  Assignment. 

Find  all  the  information  you  can  about  the  character  of 
King  George  III. 

III  or  Maximum  Assignment. 

Read  as  much  as  you  can  from  the  following  books  found 
upon  the  table : 

Hart,  "Source  Readers  in  American  History  "  (Macmillan), 
Book  II. 

1.  "A  Furious  Mob,"  by  Thomas  Hutchinson,  pp.  153-156. 

2.  "  What  our  Ancestors  did  for  us,"  pp.  157-158. 

3.  "  Do  not  Tax  the  Colonies,"  by  Benjamin  Franklin, 
pp.  158-162. 

4.  ''  Royal  Personages,"  by  Samuel  Curwen,  pp.  223-227. 

5.  "  An  American  Belle  at  Court,"  by  Margaret  Hutchin- 
son, pp.  189-191. 

Southworth,  "Builders  of  our  Country"  (Appleton), 
Book  II. 

1.  "  God  Save  the  King,"  pp.  1-4. 

2.  "  The  First  Breach,"  pp.  5-8. 

3.  "  The  Stamp  Act,"  pp.  9-12. 

Beard-Bagley,  "The  History  of  the  American  People," 
Chap.  V  and  Chap.  VI.^     (Macmillan.) 

It  will  be  impossible  for  any  pupil  to  read  all  the  references 
listed  above  in  the  time  left  after  completing  the  study  of  I 
and  II.  It  is  well  to  give  the  pupils  such  a  Hst,  however.  It 
helps  to  create  a  desire  to  do  more  extensive  reading.     The 

» The  teacher  should  give  the  definite  page  reference  to  the  portions  of 
these  chapters  which  pertain  to  the  topics  under  consideration.  The  exact 
page  references  to  the  Beard-Bagley  History  cannot  be  included  in  this 
manual,  due  to  the  fact  that  the  author  read  the  text  when  only  in  manuscript 
form. 


Inductive  and  How  to  Study  Lesson  133 

table  where  such  material  may  be  obtained  will  thus  become 
the  most  popular  place  in  the  room.  Pupils  will  be  eager  to 
take  these  books  home  in  order  to  complete  these  articles. 
Interest  in  material  available  in  school,  home  or  public  library, 
will  be  aroused ;  and  the  teacher  will  find  that  instead  of  be- 
ing a  teacher  of  facts  only,  the  study  of  history  has  now  be- 
come the  means  by  which  habits  are  formed,  —  habits  which 
will  enrich  the  lives  of  every  boy  and  girl,  both  for  the  present 
and  the  future.  What  teacher  can  fail  to  find  a  genuine  satis- 
faction and  comfort  in  watching  the  mental  development  of 
boys  and  girls  when  given  such  training  ? 

This  lesson  indicates  how  the  study  of  the  Revolution  may 
be  begun.  It  should  be  followed  by  a  similar  lesson  or  several 
such  lessons,  if  necessary,  in  order  to  give  the  class  a  thorough 
understanding  of  the  causes,  both  remote  and  immediate, 
which  made  the  Revolution  inevitable.  Keep  constantly 
before  the  minds  of  the  pupils  the  previous  loyalty  of  the 
colonists  and  their  desire  to  be  faithful  subjects.  Show  how 
the  violation  of  their  rights  as  English  subjects  brought  about 
the  final  struggle  for  independence. 

The  opportunity  for  the  pupils  to  realize  the  spirit  of  the 
times,  by  means  of  access  to  such  source  material  as  referred 
to  above,  will  do  much  to  stimulate  the  class  during  the  study 
of  the  Revolutionary  War.  A  lesson  on  the  "  Defenders  of  the 
American  Cause  "  will  also  help  to  give  the  class  a  clear  idea 
of  the  great  leaders  of  that  time.  Such  men  as  Samuel  Adams, 
Patrick  Henry,  Benjamin  Franklin,  James  Otis,  John  Adams, 
Robert  Morris,  and  others  in  America,  as  well  as  William  Pitt 
and  Edmund  Burke  ^  in  England,  should  be  studied.  Urge  the 
pupils  to  do  more  than  fmd  biographical  sketches  of  these  men. 
•  See  Beard-Baglcy,  "  The  History  of  the  American  People." 


134  Supervised  Study  in  History 

Encourage  and  help  them  to  find  material  which  will  give  an 
idea  of  each  as  a  leader  in  the  community  in  which  he  lived. 
One  of  the  best  ways  to  teach  good  citizenship  is  to  give  the 
pupils  an  opportunity  to  become  acquainted  with  the  leading 
men  of  the  past,  in  the  same  way  that  we  learn  to  know  the 
great  men  of  the  present.  The  study  of  Current  Events  helps 
the  pupils  to  become  familiar  with  the  leaders  of  the  present, 
and  this  knowledge  will  aid  them  to  understand  the  ideas  and 
principles  upheld  by  the  people  of  the  revolutionary  period  as 
portrayed  in  the  lives  of  some  of  the  leading  citizens  of  those 
times. 

After  making  a  careful  study  of  topics  similar  to  those  men- 
tioned above,  enough  attention  should  be  given  to  such  events 
as  the  Battles  of  Lexington  and  Bunker  Hill,  to  give  the  class 
an  accurate  knowledge  of  the  situation  at  that  time.  This 
should  be  followed  by  a  study  of  the  Declaration  of  Inde- 
pendence, and  how  it  changed  the  purpose  for  which  the 
colonists  were  fighting. 

In  general,  a  detailed  study  of  campaigns  should  not  be 
made.  The  British  plan  to  gain  control  of  the  Hudson,  how- 
ever, requires  special  consideration,  and  as  many  lessons 
should  be  planned  upon  this  point  as  are  found  to  be  necessary. 
Many  other  facts  may  be  explained  by  the  teacher.  Maps 
and  pictures  should  be  used  wherever  they  will  help  in  present- 
ing such  facts  more  clearly. 


A  Socialized  Lesson  135 

LESSON  XVIII 

UNIT  OF  INSTRUCTION  VI.  — THE  REVOLUTION  OF  THE 
ENGLISH  COLONISTS  IN  AMERICA 

Grade,  —  Seven  A  Time,  90  minutes 

Lesson  Type.  —  A  Socialized  Lesson 

Time  Schedule 

The  Review        30  min. 

The  Assignment      . 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  Struggle  for  the 
Hudson  River. 

Method.  The  plan  submitted  for  the  review  of  this  lesson 
is  one  which  was  employed  by  Miss  Mildred  Hunt,  a  teacher 
of  history  in  the  Washington  Junior  High  School,  Rochester, 
N.  Y.  One  of  her  classes,  a  Seven  A  Grade,  had  just  com- 
pleted the  study  of  Burgoyne's  invasion  and  the  British  plan 
to  gain  control  of  the  Hudson  River.  In  order  to  review  this 
before  taking  up  a  new  topic  in  the  assignment,  the  review 
was  socialized  in  the  following  way : 

A  large  circle  had  previously  been  drawn  upon  the  board. 
This  circle  contained  as  many  radii  as  there  were  pupils  in  the 
class.  Each  radius  was  numbered.  A  very  brief  explanation 
of  the  use  to  be  made  of  this  circle  was  given  to  the  class. 
The  teacher  told  them  she  had  prepared  some  questions  which 
she  was  eager  to  see  how  accurately  they  could  answer.     They 


136  Supervised  Study  in  History 

might  call  the  circle  on  the  board  a  wheel.  Each  spoke  in 
the  wheel  would  represent  a  pupil  in  the  class.  The  wheel 
would  show  at  the  end  of  the  period  how  accurately  the  ques- 
tions had  been  answered. 

The  pupils  were  then  given  the  privilege  of  electing  some 
member  of  the  class  to  act  as  "  wheelwright."  The  duty  of 
the  pupil,  elected  to  take  charge  of  the  wheel,  was  explained 
in  the  following  manner  : 

"  The  pupil  having  question  '  one  '  will  rise  and  read  it 
to  the  class.     The  wheelwright  will  then  call  some  number 
represented  on  the  wheel.     The  pupil  having  the  correspond- 
ing number  will  then  become  responsible  for  answering  the. 
question.     This  pupil  will  pass  to  the  front  of  the  room  and 
face  the  class,  while  reciting.     At  the  close  of  this  recitation, 
any  pupil  in  the  class  may  have  the  privilege  of  questioning 
this  pupil.     (Miss  Hunt   herself   controlled    this   period   of 
questioning,  rejecting  any  questions  which  had  been  previ- 
ously asked  or  which  were  not  to  the  point.)     If  the  pupil-^ 
called  upon  by  the  wheelwright  can  answer  the  question  read,* 
together  with  the  questions  later  asked  by  the  pupils,  the 
spoke  representing  this  pupil  may  remain  in  the  wheel ;  other- 
wise, it  must  be  erased." 

The  class  then  elected  their  wheelwright.  (Rules  of  parlia- 
mentary procedure  are  always  followed  in  these  elections.) 
The  pupil  elected  took  his  place  at  the  board ;  the  slips  of 
paper  containing  the  questions  written  by  the  teacher  were 
passed.  Each  pupil  was  quickly  given  a  number,  and  the 
class  was  ready  to  begin. 

Not  more  than  five  minutes  of  the  time  had  been  consumed 
in  the  explanation  of  how  to  conduct  the  review,  and  in  the 
election  of  the  wheelwright.     The  voting,  always  done  by  the 


A  Socialized  Lesson  137 

quickest  method  (raising  hands  or  a  rising  vote),  required 
very  little  time.  (Nominations  are  usually  limited  to  two 
pupils,  one  boy  and  one  girl,  if  the  pupils  are  not  segregated.) 

A  period  of  about  half  an  hour  then  ensued,  during  which 
there  was  the  liveliest  and  best  kind  of  exchange  of  ideas  and 
challenge  of  statements.  Each  pupil  whose  number  was  called 
made  every  effort  to  keep  his  spoke  in  the  wheel.  This  group 
of  boys  and  girls  successfully  demonstrated  the  power  gained 
through  this  way  of  working.  Every  child  was  alert,  watch- 
ing for  a  point  to  question  or  an  inaccurate  statement  to 
challenge  at  the  close  of  the  recitation  of  each  pupil.  The 
accuracy  and  breadth  of  information  equaled  and  often 
exceeded  that  of  much  older  pupils,  taught  by  more  formal 
methods.  A  great  variety  of  references  were  quoted  or  sen- 
tences read  to  prove  a  statement. 

A  splendid  spirit  of  cooperation  and  good  fellowship  pre- 
vailed throughout  the  period.  Pupils  who  were  not  suffi- 
ciently informed  to  earn  the  spoke  in  the  wheel  met  defeat  in 
the  right  spirit.  In  one  instance  the  generosity  of  the  class 
was  plainly  demonstrated,  when  a  small  girl,  who  was  greatly 
embarrassed,  made  a  few  slight  inaccuracies  in  her  answers 
to  questions  asked  her.  The  class  agreed  that  her  spoke  should 
be  left  in  the  wheel  because  she  had  made  such  an  effort  to 
answer  all  their  questions.  Some  one  suggested  that  in  order 
to  make  this  fair  to  the  others,  a  small  portion  of  her  spoke 
might  be  erased  to  indicate  that  it  was  broken.  This  was 
accepted  by  the  class,  and  everyone  seemed  pleased  with  the 
decision. 

It  is  needless  to  say  that  every  pupil  enjoyed  this  work, 
and  was  greatly  benefited  by  it.  At  the  close  of  the  period, 
the  wheel  showed  very  few  spokes  to  be  counted  as  missing  or 


138  Supervised  Study  in  History 

broken.  The  accuracy  and  extent  of  the  knowledge  upon  this 
question  proved  the  abihty  of  the  class  to  pass  successfully  a 
severe  examination  upon  the  facts  pertaining  to  this  topic. 
Continued  practice  in  this  kind  of  work  develops  something 
greater  than  an  accurate  knowledge  of  history.  It  develops 
character. 

The  Assignment.  —  i.   Explanation  given  by  the  teacher. 

2.    Recognition  of  the  new  problem. 

Explanation  Given  by  the  Teacher.  Using  maps  and 
pictures  as  previously  suggested,  the  teacher  might  now  give 
the  pupils  an  idea  of  what  was  taking  place  in  Washington's 
army,  about  the  time  the  British  were  trying  to  gain  control  of 
New  York  State.  A  definite  conception  can  be  obtained  by 
the  pupils,  if  Washington's  and  Howe's  movements  are  traced 
on  maps  as  a  brief  explanation  is  given.  Conclude  this  descrip- 
tion by  locating  the  position  selected  by  Washington  after 
Howe  gained  Philadelphia. 

Recognition  of  the  New  Problem.  A  few  moments  might 
now  be  allowed  for  each  pupil  to  decide  what  he  considers  the 
most  important  question  to  be  answered  at  this  time.  Allow 
each  pupil  to  state  his  question.  There  will  doubtless  be  a 
great  variety  of  these  questions,  many  of  which  will  need  to 
be  deferred  until  later.  Those  who  have  wondered  what 
Washington  did  after  he  retreated  to  Valley  Forge,  or  why  he 
did  not  again  attack  Howe,  will  give  the  teacher  the  oppor- 
tunity to  show  the  need  of  more  definite  information  concern- 
ing these  points.  If  any  one  of  the  questions  asked  by  the 
pupils  can  be  used  as  the  problem  to  be  considered  by  the 
class  as  a  whole,  it  should  be  accepted  and  written  on  the 
board.  The  following  may  be  used  as  an  illustration :  Why 
did  Washington  spend  the  winter  of  1777  at  Valley  Forge? 


A  Socialized  Lesson  139 

Study  of  the  Assignment.  —  I  or   Minimum  Assignment. 

1.  Consult  the  index  of  the  book  found  upon  your  desk  for 
all  references  upon  "  Valley  Forge."  Read  these  references 
carefully. 

2.  Copy  any  statement  you  find  which  tells  why  Washing- 
ton stayed  at  Valley  Forge  during  the  winter  of  1777.  Note 
the  page  and  paragraph  containing  each  statement. 

3.  Tell  two  ways  by  which  the  soldiers  were  greatly  encour- 
aged before  the  close  of  the  winter  of  1 777-1 778.  (Note 
pages.) 

4.  Make  a  list  of  all  the  reasons  you  can  find  which  tell 
why  the  soldiers  suffered  so  severely  during  this  winter. 

//  or  Average  Assignment. 

5.  What  condition  other  than  the  suffering  of  the  army 
caused  Washington  great  anxiety  at  that  time  ? 

///  or  Maximum  Assignment. 

6.  Name  as  many  men  as  you  can  who  did  all  in  their  power 
to  aid  Washington  during  this  war.  Tell  in  what  way  each 
gave  his  services. 

Possible  References. 

Dickson,  "  American  History  for  Grammar  Schools,"  pp. 
212-218  (Macmillan). 

Elson,  "  History  of  the  United  States,"  pp.  283-289 
(Macmillan). 

Verification.  —  After  determining  how  many  were  working 
upon  each  part  of  the  assignment,  give  the  remaining  time  to 
discovering  what  the  pupils  did  in  answering  i,  2,  3  and  4, 
under  the  minimum  assignment.  This  will  determine  the 
kind  of  review  needed  in  the  next  lesson.  Pupils  need  a  great 
deal  of  training  in  work  of  this  character.  A  review  where 
books  are  used  and  pupils  are  guided  to  select  the  statements 


I40  Supervised  Study  in  History 

required,  is  often  of  the  greatest  advantage  to  weaker  pupils. 
A  brief  inspection  of  the  papers  will  inform  the  teacher  con- 
cerning the  number  who  have  been  unable  to  select  the  correct 
sentences  in  answer  to  such  a  direction  as  I,  2.  If  the  majority 
of  the  class  successfully  accomplish  this,  they  might  be  given 
some  special  reading  for  the  first  part  of  the  time  for  the 
review  the  next  day,  while  the  teacher  works  with  those 
who  particularly  need  help. 

Suggestions  for  Other  Lessons  upon  Unit  of  Instruction  VI. 
—  Lesson  XVIII  may  now  be  followed  by  a  lesson  upon  Aid 
from  France.  There  is  no  better  way  of  presenting  this  than 
through  a  discussion  of  present-day  affairs.  The  neutrality  of 
the  United  States,  at  the  beginning  of  the  World  War  now 
being  fought,  the  aid  given  to  Belgium,  the  great  loans  to  the 
Allies,  and  the  entrance  of  the  United  States  into  the  war,  — 
all  these  should  be  referred  to  in  order  to  help  the  pupils  see 
more  vividly  the  situation  in  America  when  France  openly 
came  to  the  aid  of  the  new  repubhc. 

It  is  assumed  throughout  these  lessons  that  a  very  systematic 
study  is  being  made  of  Current  Events.  Such  topics  as  the 
above  have,  of  necessity,  been  given  careful  consideration 
during  the  Current  Events  periods.  Teachers  will,  however, 
naturally  refer  to  present-day  conditions,  wherever  they  will 
aid  in  making  the  past  more  real  to  the  pupils.  More  detailed 
suggestions  for  the  teaching  of  current  events  will  be  found 
under  the  lessons  outlined  for  the  Eighth  Grade. 

The  lesson  on  Aid  from  France  may  be  followed  by  a  con- 
sideration of  the  services  rendered  the  nation  by  such  foreigners 
as  Lafayette,  Steuben,  Kosciusko,  and  others.  A  study  of  the 
Siege  of  Yorktown,  the  Surrender  of  Cornwallis,  and  the 
results  of  the  war,  then  concludes  the  work  upon  the  revolu- 


A  Socialized  Lesson  141 

tion  of  the  English  colonists  in  America.  Summarize  this 
unit  of  instruction  by  giving  a  Red  Letter  Day  Lesson  upon 
the  Heroes  of  the  Revolution. 

Now  go  back  to  unit  of  instruction  IV  (4),  Steps  toward 
Self -Government  in  America,  and  review  the  topics  discovered 
during  the  study  of  the  Revolution,  which  also  have  a  relation 
to  this  question.  A  detailed  consideration  of  the  Articles  of 
Confederation,  and  a  brief  glance  at  the  Constitution  of  the 
United  States  then  concludes  the  study  of  the  subject  matter 
outlined  for  the  Seven  A  Grade.  (See  units  of  instruction 
IV,  V,  and  VI.) 


PART   TWO 
THIRD    SECTION  — EIGHT   B    GRADE 


CHAPTER  SEVEN 

THE   EVALUATION   OF   THE    COURSE   OF   STUDY   FOR  AN 
EIGHT  B    GRADE 

How  to  Evaluate  the  Subject  Matter.  —  In  determining  the 
portion  of  American  history  to  be  covered  by  an  Eight  B  Grade, 
units  of  instruction  VII,  VIII,  IX,  and  X  may  be  considered  as 
the  amount  to  be  accomplished,  together  with  Civics  and  Cur- 
rent Events,  during  a  semester  of  twenty  weeks.  Units  VII, 
VIII,  and  X  each  require  about  one-fifth  of  the  time ;  the  re- 
maining two-fifths  may,  therefore,  be  devoted  to  unit  IX. 

The  subject  matter  suggested  under  each  unit  of  instruction 
merely  illustrates  in  a  general  way,  without  attempting  to  give 
a  detailed  outline,  the  more  important  topics  which  are  to  be 
given  detailed  study.  The  type  lessons,  previously  outlined, 
may  contain  suggestions  which. can  be  applied  in  planning 
lessons  for  an  Eight  B  Grade.  In  fact,  pupils  of  either  the 
Eight  B  or  Eight  A  Grades,  who  have  never  been  given  this 
kind  of  instruction,  are  found  to  be  as  woefully  in  need  of 
being  taught  how  to  study  as  younger  pupils. 

Lessons  which  should  Follow  the  "  Preview."  —  The  con- 
sideration of  the  Steps  toward  SelJ-Government  in  the  Colonics, 
at  the  close  of  the  Seven  A  course,  has  furnished  an  excellent 
background  upon  which  to  base  the  study  of  A  Need  for  a 
Stronger  Government.  In  considering  this  problem  give  at 
least  four  lessons.  Socialize  these  first  lessons  as  much  as 
possible,  in  order  to  determine  what  the  possibilities  are  with 
the  new  class. 

L  I4S 


146  Supervised  Study  in  History 

These  lessons  may  be  considered  as  preliminary  to  the  work 
of  the  semester.  They  afford  both  the  teacher  and  pupils 
an  opportunity  to  become  acquainted.  The  pupils  are  eager 
to  experience  the  difference  in  ways  of  working,  while  the 
teacher  utilizes  these  first  lessons  to  determine  the  mental 
cahber  of  the  class.  Pupils  who  belong  to  any  one  of  the 
three  groups  previously  described  gradually  become  classified 
as  the  work  progresses ;  and  subsequent  lessons  may  be  made 
as  difficult  as  conditions  will  permit. 

LESSON  XIX 

UNIT    OF    INSTRUCTION    VII.  —  THE    CRITICAL    PERIOD. 
MAKING  THE   CONSTITUTION 

Grade,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  An  Inductive  and  Socialized  Lesson 

Time  Schedule   ;^ 

The  Review        30  min. 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 25  min. 

Verification 10  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  Topics  studied  under  "  A 
Need  for  a  Stronger  Government." 

Method.  Since  the  purpose  of  this  review  is  to  summarize 
all  the  important  facts  taught  during  the  several  lessons  upon 
A  Need  for  a  Stronger  Government,  socialize  the  lesson  by 
conducting  this  work  in  the  form  of  a  contest.     The  following 


An  Inductive  and  Socialized  Lesson  147 

topics  might  be  written  upon  the  board  previous  to  the  en- 
trance of  the  class : 

The  Need  for  a  Stronger  Government 

1.  Weakness  of  Congress  under  the  Articles  of  Confedera- 
tion. 

2.  The  disagreements  among  the  states. 

3.  Shays's  Rebellion. 

4.  The  Northwest  Territory  and  the  Ordinance  of  1787. 

5.  Steps  toward  a  more  perfect  union. 

The  teacher  should  permit  the  pupils  of  each  row  to  choose 
a  representative.  He  might  then  appoint  two  judges  to 
represent  the  entire  class.  Chairs  should  be  placed  for  the 
several  representatives,  in  the  front  of  the  room  facing  the 
class.  The  judges  should  also  be  given  seats  apart  from  the 
rest  of  the  class,  preferably  at  one  side,  where  they  can  easily 
see  and  hear  every  member. 

A  brief  explanation  should  be  given  the  class  before  begin- 
ning the  review,  in  order  that  all  may  clearly  understand  the 
responsibility  of  each  member  toward  the  success  of  this  part 
of  the  lesson.  The  teacher  may  now  call  upon  any  one  of 
the  representatives  to  give  a  complete  discussion  of  the  first 
topic  on  the  board.  The  pupil  called  upon  should  rise,  and, 
after  giving  the  source  of  his  information,  recite  in  as  accurate 
a  manner  as  possible.  ' 

The  row  of  which  this  pupil  is  a  representative  also  becomes 
responsible  for  giving  him  any  aid.  When  his  recitation  is 
completed,  any  pupil  in  his  row  may  have  the  opportunity  to 
help  him  by  standing  and  correcting  any  error,  or  by  adding 
any  information  omitted.     If  a  pupil  attempts  to  correct  a 


148  Supervised  Study  in  History 

point  which  was  not  an  error,  it  counts  one  point  against  his 
row,  and  should  be  recorded  by  the  judges.  The  teacher  may 
need  to  supervise  the  work  done  by  the  judges  in  order  to 
avoid  mistakes,  and  thus  prevent  disagreement. 

When  the  members  of  this  row  have  completed  their  state- 
ments, any  pupil  in  any  of  the  other  rows  who  has  noticed  an 
error  which  was  not  corrected,  or  can  make  a  further  addition, 
may  rise  and  after  being  given  permission  by  the  teacher,  may 
question  the  representative  to  see  if  he  can  correct  the  error 
or  give  the  required  fact.  Any  error  the  representative  now 
makes  counts  one  point  against  his  row.  In  the  same  way, 
a  pupil  who  attempts  to  add  a  statement  which  has  already 
been  given,  or  to  correct  a  point  which  was  not  inaccurate, 
loses  a  point  for  his  row. 

In  the  same  manner  call  upon  representatives  of  each  row 
for  a  discussion  of  one  of  the  topics  upon  the  board.  If  any 
vital  point  is  omitted  the  teacher  has  an  opportunity  to  make 
a  statement  or  add  a  question  when  the  pupils  are  no  longer 
able  to  check  further  points.  Under  ordinary  conditions  there 
will  be  very  little  remaining  for  the  teacher  to  question. 

Conclude  this  review  by  calling  upon  the  judges  for  their 
report.  This  report  should  tell  the  points  checked  against 
each  row.  The  row  having  the  fewest  points  receives  the 
credit  of  doing  the  most  accurate  work. 

The  Advantages  of  this  Form  of  Socialized  Review.  — 
Teachers  will  note  several  benefits  from  this  method  of  review. 

1.  The  pupils  see  the  need  of  accurate  information. 

2.  Every  pupil  must  be  alert  all  the  time.  For  the  good  of 
his  own  reputation  and  that  of  his  fellow  classmates,  he  cannot 
afford  to  be  inattentive  or  a  "  dreamer." 

3.  The  *'  contest  "  element  strongly  appeals  to  boys  and 


An  Inductive  and  Socialized  Lesson  149 

girls  alike.     The  spirit  of  a  "  game  "  greatly  aids  in  holding 
the  interest  and  attention  of  all. 

4.  Many  opportunities  are  afforded  for  the  development  of 
initiative  and  the  training  of  judgment. 

5.  Pupils  learn  to  ''  play  fair  "  and  respect  the  rights  of 
others. 

6.  The  thinking  is  not  all  done  by  the  teacher. 

7.  The  pupils  learn  to  exercise  self-control. 

8.  The  amount  of  real  thinking  done  and  facts  reviewed  is 
much  broader  than  by  the  formal  question  and  answer 
method. 

9.  The  teacher's  personaHty  does  not  dominate  the  entire 
situation. 

10.  The  pupils  are  being  trained  in  habits  of  good  citizen- 
ship. 

The  Assignment.  —  i.  New  work  developed  by  the  teacher 
and  problem  for  the  lesson  discovered. 

2.    Brief  statement  of  situation  given  by  the  teacher. 

New  work  developed  by  the  teacher.  Question  the 
pupils  to  see  what  their  present  knowledge  is  concerning  such 
terms  as  "  Congress,"  "  Senate,"  "  House  of  Representatives," 
etc.  Discover  whether  the  pupils  know  how  the  representa- 
tion in  the  Senate  and  House  of  Representatives  is  controlled. 
Write  these  terms  on  the  board  as  each  is  discussed.  Even 
though  the  pupils  have  not  yet  studied  the  Government  of  the 
Nation,  they  have  a  general  knowledge  of  many  of  these 
facts  through  their  study  of  current  events.  Defer  the  answers 
to  many  of  the  questions.  They  should  simply  be  asked  in 
order  to  stimulate  thinking  upon  these  points. 

The  pupils  no  doubt  will  know  that  the  power  to  regulate 
national   affairs  is  embodied   in  the   Constitution,  but  they 


150^  Supervised  Study  in  History 

need  to  discover  the  circumstances  under  which  these  provi- 
sions were  made.     Ask  several  questions,  such  as : 

Why  are  there  two  houses  in  Congress? 

Why  are  the  states  represented  in  the  Senate,  and  the 
people  in  the  House  of  Representatives? 

How  were  the  laws  made  by  Congress  to  be  enforced  ? 

Tell  the  class  that  these  and  many  other  great  problems  were 
solved  by  the  delegates  to  the  convention  which  met  at  Phila- 
delphia in  1787.  If  the  pupils  are  now  asked  what  they  would 
like  to  know  about  this  convention,  they  will  give  such  a 
problem  as  the  following : 

How  did  the  delegates  to  the  Philadelphia  Convention  make 
the  Constitution,  and  how  did  it  become  "  the  Supreme  Law 
of  the  Land  "  ? 

Brief  statement  of  situation  given  by  the  teacher.  Very 
briefly  but  vividly  portray  to  the  class  the  election  of  delegates 
by  all  the  states  (except  Rhode  Island) ;  name  some  of  the 
leading  delegates ;  mention  the  disadvantages  in  traveling  at 
that  time,  and  the  length  of  time  required  for  some  of  the  dele- 
gates to  reach  Philadelphia.  Picture  the  assembling  at  Phila- 
delphia, and  the  scene  in  Independence  Hall  when  the  con- 
vention was  called  to  order.  A  statement  or  two  concerning 
the  first  step  accomplished  by  the  delegates,  and  the  difficulties 
encountered,  should  complete  the  assignment. 

The  pupils  have  thus  been  given  a  glimpse  of  the  conditions 
under  which  the  convention  began  its  work.  They  now  will 
be  eager  to  determine  what  the  difficulties  were  which  the 
delegates  encountered,  and  how  they  succeeded  in  over- 
coming these  difficulties.  This  will  constitute  the  work  for 
the  study  period. 

Study  of  the  Assignment.  —  Directions.     "  Read  very  care- 


An  Inductive  and  Socialized  Lesson  151 

fully  each  question  written  below.  Keeping  these  questions  in 
mind,  and  referring  to  them  frequently  as  you  read,  consult 
the  index  of  the  texts  upon  your  desk,  and  read  all  references 
you  can  find  upon  Making  the  Constitution.  Then  answer  the 
questions  by  writing  a  short  composition.  Select  your  own 
title  for  this  story,  and  be  sure  it  describes  all  points  contained 
in  these  questions." 

/  or  Minimum  Assignment. 

1 .  Give  the  time  and  place  of  meeting  of  the  delegates  chosen 
by  the  states  to  revise  the  Articles  of  Confederation. 

2.  What  decision  was  made  concerning  the  Articles  of  Con- 
federation ? 

3.  Tell  about  the  three  great  disputes  which  arose  when  the 
delegates  attempted  to  frame  a  new  constitution,  and  explain 
how  each  was  finally  settled. 

Reference:  — Dickson,  "American  History  for  Grammar 
Schools." 
//  or  Average  Assignment. 

4.  Name  some  of  the  leading  delegates  at  this  convention, 
and  tell  who  among  them  took  the  most  active  part  in  framing 
the  new  constitution. 

References:  — Woodburn  &  Moran,   "Elementary  Ameri- 
can  History    and    Government."     Beard-Bagley,  "  The 
History  of  the  American  People." 
Ill  or  Maximmn  Assignment. 

5.  If,  while  reading  either  of  the  texts  mentioned  above, 
you  discovered  any  important  additional  facts,  briefly  men- 
tion them  and  give  your  reason  for  considering  them  im- 
portant. 

Verification.  —  Urge  the  pupils  to  bring  to  class,  the  follow- 
ing day,  any  pictures,  books,  newspaper  or  magazine  articles 


152  Supervised  Study  in  History 

containing  accounts  of  the  making  of  the  constitution.  Refer 
them  to  such  references  as  those  given  on  page  257,  Dickson. 
These  references  are  all  excellent  for  collateral  reading.  Per- 
mit them  to  report  upon  this  reading  during  the  review 
for  the  next  lesson. 

Conclude  the  lesson  by  directing  all  pupils  to  refer  to  the 
text  selected  for  the  minimum  assignment  (Dickson),  and  to 
read  the  last  sentence  in  the  second  paragraph  on  page  251. 
This  sentence  should  be  read  aloud.  Then  refer  to  the  text  used 
in  the  average  assignment  (Woodburn  &  Moran) ,  and  read  the 
note  at  the  bottom  of  page  1 7 5 ,  f or  comparison.  Show  how  one 
text  supplements  the  other  on  this  point.  Urge  the  pupils  to 
bring  to  class  any  book  which  contains  a  facsimile  of  the  sig- 
natures of  the  delegates  who  accepted  the  constitution. 

LESSON  XX 

UNIT    OF    INSTRUCTION    VII.  — THE    CRITICAL    PERIOD. 
MAKING  THE   CONSTITUTION 

Grade,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  Deductive  Lesson 

Time  Schedule 

The  Review        25  min. 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  facts  studied  in  the 
previous  lessons  concerning  the  "Making of  the  Constitution." 


A  Deductive  Lesson  153 

Method.  The  first  part  of  the  review  should  be  devoted 
to  a  discussion  of  the  papers  written  during  the  study  of  the 
previous  lesson.  The  teacher  might  read  sentences  or  para- 
graphs to  illustrate  certain  points,  such  as  pupils  not  answering 
the  question  asked,  inaccurate  statements  and  incomplete 
answers  given,  or  any  point  needing  further  explanation.  The 
pupils  should  be  called  upon  to  tell  how  these  points  should 
have  been  given.  The  three  disputes  which  were  settled  by 
compromises  might  be  written  upon  the  board.  A  list  of 
words  found  among  the  compositions,  concerning  which  the 
teacher  questions  the  pupil's  knowledge,  might  also  be  written 
upon  the  board,  and  the  dictionaries  consulted  for  the  meaning. 
The  best  papers  should  be  exhibited  in  the  room  for  a  short 
time. 

The  latter  part  of  the  review  should  be  given  to  reports 
made  by  individual  pupils,  upon  any  collateral  reading  done 
since  the  lesson  of  the  previous  day.  The  sources  of  this 
reading  should  be  written  upon  the  board.  Urge  the  pupils  to 
tell  why  the  particular  topic  reported  upon  was  selected.  The 
teacher  should  be  prepared  to  give  the  class  aid  if  they  have 
been  unsuccessful  in  obtaining  material,  by  placing  upon  the 
table  certain  texts  to  be  consulted  whenever  an  opportunity 
is  afforded.     (See  list  at  end  of  lesson.) 

The  Assignment.  —  i.  Recognition  of  the  fact  that  the 
problem  for  consideration  has  been  only  partly  solved. 

2.  A  brief  consideration  of  Article  VII  of  the  Constitution. 

3.  Necessary  explanation  in  preparation  for  the  study 
period. 

Recognition  of  the  fact  that  the  problem  is  not  yet  solved. 
The  problem  considered  in  the  previous  lesson  should  be 
restated  by  a  member  of  the  class,  and  written  upon  the 


154  Supervised  Study  in  History 

board.  Now  ask  the  pupils  their  opinion  concerning  the 
solution  of  this  problem.  Determine  whether  they  consider 
it  has  been  solved  in  full  or  in  part.  If  the  class  agrees  that 
the  first  part  only  has  been  settled,  ask  for  a  statement  of  what 
is  still  to  be  determined  before  the  problem  may  be  considered 
as  solved.  The  pupils  will  read  or  restate  the  latter  part  of 
the  problem. 

"How  did  it  (the  Constitution)  become  the  supreme  law  of 
the  land?" 

Article  VII  of  the  Federal  Constitution.  This  leads  directly 
to  a  consideration  of  the  adoption  of  the  Constitution  by 
the  delegates  and  its  ratification  by  the  states.  Write  the 
words  "  adoption  "  and  "  ratification  "  upon  the  board,  and 
have  each  pupil  consult  his  dictionary  for  the  meaning. 
Direct  the  pupils  how  to  find  a  copy  of  the  Constitution  itself 
(any  text  may  be  used  for  this  purpose).  Give  the  class 
sufl&cient  time  for  all  to  find  Article  VII ;  then  call  upon  some 
one  to  read  it  aloud.  Encourage  the  pupils  to  ask  questions 
concerning  any  point.  Devote  a  few  moments  to  a  brief 
study  of  the  list  of  names  signed  below  Article  VII. 

Necessary  explanation  in  preparation  for  the  study  period. 
One  or  two  statements  will  help  the  pupils  to  realize  why 
such  a  length  of  time  intervened  between  the  adoption  of 
the  Constitution  and  its  final  ratification  by  at  least  nine  of 
the  states.  This  will  help  them  to  understand  the  subject 
matter  to  be  studied  during  the  study  period. 

The  Study  of  the  Assignment.  —  I  or  Minimum  Assign- 
ment.    Ratification  of  the  Constitution : 

Consult  the  index  of  the  first  book  given  as  reference  for  this 
lesson.  Select  all  references  upon  the  above  topic,  and  read 
each  carefully,  paying  special  attention  to  the  following  points : 


A  Deductive  Lesson  155 

1.  The  means  employed  to  inform  the  people  concerning 
the  Constitution. 

2.  The  two  parties  formed  and  why. 

3.  Leaders  who  defended  the  Constitution. 

4.  Other  leaders  who  opposed  it. 

5.  The  first  state  to  ratify  the  Constitution. 

6.  Other  states  which  followed. 

7.  The  efforts  of  Hamilton  in  New  York  State. 

8.  The  reasons  why  North  Carolina  and  Rhode  Island  were 
so  late  in  joining  the  union. 

Possible  Reference  :  —  Dickson  —  "  American  History 
for  Grammar  Schools,"  Chapter  XXIV  (pp.  258-261). 

//  or  Average  Assignment.  Chief  Provisions  (Written 
work) : 

9.  What  did  the  new  Constitution  do  for  the  country? 

10.  Does  the  Federal  Constitution  of  to-day  differ  from  the 
Constitution  ratified  by  the  states  in  1 788  ?  Give  reasons  for 
your  answer. 

Possible  References  :  —  Montgomery  —  "  Leading  Facts 

of  American  History  "  (pp.  175-176). 

Beard-Bagley  —  "The  History  of  the  American  People." 
///    or    Maximum    Assignment.     The    Preamble    to    the 

Constitution : 

11.  Consult  your  dictionary  for  the  meaning  of  the  word 
"  preamble." 

12.  Find  the  Constitution  in  one  of  the  books  upon  your 
desk,  and  memorize  the  "  Preamble." 

Verification.  —  After  determining  how  many  were  work- 
ing upon  each  part  of  the  assignment,  permit  one  or  two 
I)upils  to  recite  the  Preamble  to  the  Constitution.  The  pupils 
who  did  not  reach  the  ma.ximum  assignment  might  follow 


156  Supervised  Study  in  History 

this  recitation  by  reading  from  their  own  books  as  a  pupil 
recites. 

Before  dismissing  the  class,  inform  the  pupils  that  the 
review  for  the  next  day  will  consist  of  reports  which  will  be 
given  by  pupils  who  wish  to  volunteer  to  recite  upon  any 
interesting  item  found  during  the  silent  study  period  of  the 
previous  lesson.  Permit  the  pupils  to  verify  their  statements 
by  reading  short  passages  from  any  of  the  sources  consulted. 

The  following  books  might  be  placed  upon  the  table  at  the 
disposal  of  the  class,  and  the  page  references  either  written 
upon  a  slip  placed  in  each  book,  or  the  entire  list  written  upon 
the  board : 

Elson  —  "  History  of  the  United  States  "  (Macmillan), 
Vol.  II,  Chapter  XVI  (pp.  327-337)- 

Bancroft —"  History  of  the  United  States"  (Appleton), 
Vol.  VI.     (Pupil  to  make  his  own  selection.) 

Coffin  —  "  Building  of  the  Nation  "  (Harper's),  Chapter  I 
(pp.  13-26). 

Old  South  Leaflet  No.  i,  "  The  Constitution  of  the  United 
States." 

Old  South  Leaflet  No.  70,  "  Debate  on  the  Suffrage  in 
Congress." 

Southworth —  "  Builders  of  our  Country"  (Appleton's) , 
Book  II  (pp.  103-105). 

Guerber  —  "  Story  of  the  Great  Republic  "  (American 
Book  Co.)  (pp.  21-31). 


A  Review  Lesson  157 

LESSON  XXI 

UNIT    OF    INSTRUCTION   VII.  — THE    CRITICAL    PERIOD. 
MAKING  THE   CONSTITUTION 

GiLA.DE,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  A  Review  Lesson 

Time  Schedule 

The  Review        30  min. 

The  Assignment 20  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  A  summiary  of  all  impor- 
tant facts  studied  in  considering  the  problem  of  the  two  pre- 
ceding lessons.     (See  Lessons  XIX  and  XX.) 

Method.  The  pupils  were  informed  at  the  close  of  the 
preceding  lesson  that  they  might  volunteer  to  contribute  some- 
thing interesting,  during  this  review.  They  now  might  be 
given  permission  to  elect  a  chairman,  who  should  preside 
during  this  part  of  the  lesson.  Any  pupil  wishing  to  contrib- 
ute some  interesting  fact  might  write  his  name  upon  a  sUp 
of  paper.  These  papers  should  be  collected  and  given  to  the 
chairman.  The  review  should  be  conducted  according  to 
parhamentary  procedure.  The  chairman  should  call  a  name 
written  upon  one  of  the  slips.  The  pupil  whose  name  is  called 
should  rise,  address  the  chair,  and  tell  the  topic  upon  which 
he  wishes  to  report.  If  given  permission  by  the  chairman,  this 
pupil  should  pass  to  the  front  of  the  room,  face  the  class,  give 


158  Supervised  Study  in  History 

the  source  of  information,  and  then  either  briefly  tell  or  read 
the  topic  selected.  As  soon  as  the  first  pupil  has  completed 
his  report,  the  chairman  should  immediately  caU  upon  another 
pupil.  This  method  of  procedure  should  be  continued  until 
the  time-keeper  calls  "Time."  It  is  safe  to  assume  that  the 
time  will  be  too  brief  for  all  reports  to  be  given.  In  such  a 
case,  the  same  work  might  be  continued  upon  the  following 
day.  Interest  will  be  added  if  the  teacher  also  contributes 
some  brief  statement.  Bancroft's  "History  of  the  United 
States  "  ^  contains  some  interesting  statements  which  are  worth 
bringing  to  the  attention  of  the  class. 

It  often  happens  that  a  topic,  selected  by  a  certain  pupil, 
is  reported  by  another  before  the  first  pupil  has  been  called 
upon  by  the  chairman.  In  such  a  case  the  first  pupil  should 
be  urged  to  make  another  selection.  It  is  interesting  as  well 
as  gratifying  to  see  how  well  pupils  meet  such  an  emergency. 

The  Assignment.  —  I.  The  preparation  of  material  to  be 
recorded  in  the  notebooks.  Notebooks.  How  to  use  them. 
Nothing  has  been  said  in  previous  lessons  regarding  the 
matter  of  notebooks.  It  is  recognized  as  being  a  question 
concerning  which  there  is  a  great  difference  of  opinion.  Some 
teachers  feel  that  every  fact  contained  in  the  course  of  study 
should  be  recorded  by  the  pupils  in  their  notebooks.  The 
ways  in  which  they  are  recorded  are  doubtless  as  varied  as  the 
reasons  which  might  be  given  for  requiring  this  work. 

Other  teachers  go  to  the  opposite  extreme,  and  require  no 
notebook  work.  Here  again  may  be  found  a  variety  of 
reasons  why  such  work  is  considered  unnecessary.  It  is  evi- 
dent, therefore,  that  there  are  many  arguments  both  in  favor 
of  and  in  opposition  to  the  matter. 

1  Appleton,  Vol.  VI,  pp.  305-367- 


A  Review  Lesson  159 

For  the  benefit,  however,  of  those  who  do  favor  the  pupils 
keeping  notebooks,  a  lesson  of  this  character  offers  an  oppor- 
tunity to  give  this  matter  some  consideration  at  this  time. 

What  may  be  expected  of  Seventh  Grade  pupils.  Let  us  go 
back  for  a  moment  and  think  of  this  matter  in  relation  to  our 
younger  girls  and  boys  of  the  Seventh  Grade.  What  may  we 
reasonably  expect  them  to  do  in  the  way  of  notebook  work  ? 
Is  our  chief  aim  with  these  pupils  that  of  teaching  them 
painstakingly  to  note  all  facts  studied,  either  in  outline  form 
or  paragraph  form  (usually  dictated  by  the  teacher)  ;  or  have 
we  the  greater  aim  of  teaching  our  boys  and  girls  actually  to 
love  history  ?  If  this  is  our  purpose,  it  then  becomes  our  duty 
to  help  them  understand  history.  Will  a  child  necessarily 
love  or  understand  history  if  he  is  required  to  keep  accurate 
notes  of  all  events  studied  ?  If  then  we  are  fully  conscious  of 
our  purpose,  we  shall  control  this  work  in  such  a  way  that 
our  notebook  work  will  serve  as  a  ''means,"  rather  than  as 
an  "end." 

How  notebook  work  may  be  undertaken  with  Seventh  Grade 
pupils.  It  is  not  necessary  to  have  notes  recorded  every  day. 
Neither  is  it  wise  to  allow  too  long  intervals  to  elapse,  and  then 
spend  an  entire  period  or  more  in  copying  "  back  notes." 
Use  the  notebook  for  anything  which  is  worth  recording  and 
require  such  notes,  whenever  the  occasion  demands.  Do  not 
attempt  long,  systematic  outlines  with  pupils  of  this  age. 
Too  much  time  is  required,  and  the  pupils  arc  not  sufficiently 
developed  to  realize  the  worth  of  such  outlines.  Long  para- 
graphs, as  well  as  long  lists  of  dates,  dictated  to  be  memorized, 
also  defeat  the  greater  purpose  of  history  teaching. 

Train  the  pupils  to  record  facts  in  brief  statement  form, 
or  in  the  simplest  outline  form.     A  combination  seems  highly 


i6o  Supervised  Study  in  History 

desirable.  Such  topics  as  The  ways  in  which  the  English 
people  gained  their  liberties,  and  Steps  toward  self-government 
in  America  should  be  entered  in  brief  outline  form,  while 
short  sentences  would  be  a  better  means  of  recording  such 
topics  as  Result  of  the  French  and  Indian  War. 

Allow  the  pupils  to  suggest  topics  which  they  think  need 
a  word  of  explanation  or  a  statement  for  future  reference. 
The  date  of  each  entry  might  be  worth  noting.  It  may  be  a 
valuable  aid  for  future  reference,  and  it  trains  pupils  to  be 
systematic.  Brief  notes  should  occasionally  be  dictated. 
Pupils  need  this  training.  If  notebooks  are  required,  insist 
that  they  shall  be  well  done.  A  child  learns  to  have  little 
respect  for  anything  which  he  is  permitted  to  do  in  a  heedless, 
careless  manner.  Time  spent  in  such  work  is  worse  than  lost, 
as  it  results  in  the  formation  of  bad  habits. 

Above  all  things,  encourage  Seventh  Grade  pupils  to  keep  an 
individual  record  of  any  books  which  have  been  consulted, 
in  addition  to  the  regular  text.  A  separate  place  in  the  note- 
books might  be  devoted  to  this  purpose.  Do  not  discourage 
the  pupils  from  entering  anything  they  consider  valuable, 
provided  the  item  is  given  a  heading  or  the  title  and  is  neatly 
recorded. 

Especially  encourage  pupils  to  collect  pictures  or  clippings 
pertaining  to  the  topics  studied.  These,  pasted  in  the  note- 
book, together  with  a  word  or  two  in  explanation,  have  far 
more  value  and  interest  to  the  child  than  pages  containing 
formal  outlines.  A  notebook  belonging  to  a  Seventh  Grade 
pupil,  when  finished  at  the  end  of  a  semester,  should  be  very 
largely  composed  of  notes  of  the  character  described  above, 
the  greater  portion  containing  pictures,  brief  statements,  and 
very  simple  outlines.     These  pupils  will  then  be  able  to  under- 


A  Review  Lesson  i6i 

take  more  difficult  work  in  the  Eighth  Grade.  For  further 
suggestions  upon  notebook  work,  see  lessons  outlined  for  the 
Eight  A  Grade. 

2.  The  preparation  of  material  to  be  recorded  in  the  note- 
books by  pupils  of  the  Eight  B  Grade.  Pupils  of  this  grade 
should  be  able  to  do  more  systematic  work  than  those  of  the 
Seventh  Grade.  The  teacher  and  pupils  should  now  work 
together,  and  through  the  suggestions  of  the  pupils  and  the 
guidance  of  the  teacher,  a  cooperative  outline  should  be 
worked  out  and  written  upon  the  board.  Here,  again,  the 
outline  should  be  kept  quite  simple.  A  complicated  outline 
of  many  subdivisions  is  not  necessary.  Pupils  should  be 
taught  to  recognize  the  value  of  careful  organization.  This 
is  one  of  the  chief  advantages  of  outline  work.  The  arrange- 
ment, in  an  orderly  manner,  of  all  important  facts,  may  be 
made  to  much  greater  advantage  when  the  teacher  works 
with  the  pupils,  instead  of  permitting  them  to  struggle  alone 
without  proper  direction.  They  will  soon  gain  power  enough 
to  do  more  of  the  work  independently,  and  may  then  be  en- 
couraged to  do  so.  An  outline  prepared  in  such  a  cooperative 
way  is  far  more  valuable  to  the  pupils  than  one  dictated  by 
the  teacher.  Notes  prepared  in  this  way,  which  briefly 
summarize  the  important  points  studied  in  the  consideration 
of  each  problem,  will  furnish  a  very  good  topical  outline  of 
each  unit  of  instruction  taught. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 

1 .  Copy  in  your  notebooks  the  outline  prepared  and  written 
upon  the  board  during  the  assignment. 

2.  Select  any  topic  in  this  outline  which  you  consider  one 
of  the  most  important,  and  write  at  least  two  paragraphs 
about  it. 


1 62  Supervised  Study  in  History 

II  or  Average  Assignment. 

3.  Copy  your  list  of  books  from  which  you  have  done  any 
collateral  reading  upon  this  question.  Give  the  pages  read  in 
each. 

///  or  Maximum  Assignment. 

4.  Supplement  these  notes  by  pasting  into  your  book 
any  pictures  or  clippings  you  have  found  relating  to  this 
question. 

Verification.  —  It  will  be  easy  for  the  teacher,  when  passing 
around  the  room  during  the  period  for  silent  study,  to  de- 
termine whose  notebooks  look  the  best ;  also  to  select  those 
who  have  the  best  accounts,  clippings,  or  pictures.  These 
pupils  should  be  allowed  to  go  to  the  front  of  the  room  and 
exhibit  their  books  to  the  class.  One  or  two  of  the  best 
paragraphs  might  also  be  read  aloud.  This  will  stimulate 
other  pupils  to  greater  effort.  Emulation  is  strong  with 
pupils  of  this  age.  The  three  lessons  planned  on  the  topic 
"  Making  the  Constitution "  are  illustrative  of  the  kind 
of  work  which  might  be  done  on  other  topics  of  equal 
importance. 

Suggestions  for  Further  Lessons  upon  Unit  of  Instruction 
VII.  —  The  lessons  upon  Making  the  Constitution  should  be 
followed  by  several  lessons  upon  Starting  the  new  government. 
There  are  many  interesting  accounts  which  the  pupils  should 
have  the  opportunity  to  read,  concerning  Washington's 
inauguration,  and  the  great  things  accomphshed  by  Hamilton. 
Care  should  be  taken  to  make  clear  to  the  pupils  the  standing 
of  this  new  republic  among  foreign  nations.  Contrast  the 
situation  at  that  time  with  that  of  the  present.  Pupils  must 
be  led  to  understand  that  conditions  were  even  more  critical 
during  the  early  years  of  the  new  republic  than  they  were 


A  Review  Lesson  163 

under  the  latter  years  of  British  rule.  Emphasize  the  services 
rendered  by  the  leaders  of  that  time.  Any  reference  which 
can  be  made  to  current  events  should  be  used  wherever 
possible.  It  helps  the  pupils  to  realize  that  past  events 
frequently  resemble  those  occurring  at  the  present  time. 


L 


CHAPTER  EIGHT 
CURRENT  EVENTS 

The  Need  for  Teaching  Current  Events.  —  The  subject  of 
Current  Events  has  been  mentioned  only  in  a  general  way  in 
preceding  lessons.  It  has  been  assumed,  however,  that  work 
has  been  done  along  this  line  with  Seventh  Grade  pupils.  It 
is  just  as  important  to  teach  present-day  events  during  the 
history  period  as  it  is  to  teach  the  events  of  the  past.  It  is 
through  the  study  of  the  events  of  the  present,  and  a  close  cor- 
relation, wherever  possible,  with  history,  that  the  past  may  be 
made  real  to  the  pupils.  Both  history  and  civics  demand  the 
most  accurate  study  of  the  affairs  of  to-day.  It  is  impossible 
to  designate  just  what  topics  in  civics  or  history  should  be 
closely  correlated  with  current  events.  Teachers,  however, 
will  find  many  opportunities  to  make  this  work  of  great  value 
to  the  pupils. 

How  Current  Events  may  be  Taught  in  the  Eighth  Grade.  — 
A  brief  period  should  be  provided,  several  times  a  week,  for 
current  events,  —  at  least  three  fifteen-minute  periods,  if 
possible.  It  is  well  to  have  definite  days  for  this  work  in  order 
that  the  pupils  may  have  an  opportunity  to  prepare  for  these 
periods.  This  means  that  pupils  will  need  to  do  reading 
outside  of  school.  It  is  only  natural  that  pupils  of  this  age 
ordinarily  give  Httle  thought  or  attention  to  the  reading  of 
newspapers  or  magazines.  We  therefore  cannot  expect  them 
to  have  any  definite  knowledge  of  the  great  questions  of  the 
day,  unless  systematic  training  is  given. 

164 


Current  Events  165 

There  is,  however,  great  satisfaction  derived  from  seeing 
how  enthusiastic,  interested,  and  well  informed  boys  and  girls 
become  when  some  of  their  outside  leisure  time  has  been  suc- 
cessfully and  voluntarily  devoted  to  reading  the  best  current 
literature.  Teachers  have  a  great  work  before  them,  but  one 
which  gives  abundant  returns.  When  pupils  who  have  been 
awakened  to  the  enjoyment  and  benefits  derived  from  being 
well  informed  concerning  current  affairs,  return  to  a  teacher 
for  several  successive  terms,  after  they  have  been  promoted 
from  her  grade,  in  order  to  bring  some  magazine  article  or 
newspaper  chpping  in  which  they  are  mterested,  —  that 
teacher  has  a  right  to  feel  some  small  degree  of  satisfaction. 
She  knows  she  has  done  something  worth  while. 

How  to  Create  an  Interest  in  Current  Events.  —  Many 
chapters  might  be  written  upon  this  matter.  It  is  impossible, 
however,  to  give  more  than  a  few  brief  suggestions  at  this 
time.  The  plan  submitted  here,  for  teachers' to  use  in  any 
way  which  seems  to  be  most  practicable,  has  been  thoroughly 
tested  and  found  to  be  of  great  benefit  to  the  boys  and  girls 
who  have  received  such  instruction. 

At  the  beginning  of  the  semester,  spend  the  time  for  current 
events  in  giving  the  pupils  such  instruction  as  will  enable  them 
to  make  a  systematic  study  of  the  important  affairs  of  the  day. 
First,  determine  how  many  read  the  papers ;  what  papers 
or  magazines  they  read,  and  the  kind  of  articles  they  select. 
Follow  this  by  giving  a  lesson  upon  The  newspaper  and  what  it 
contains.  (If  one  lesson  is  not  sufficient,  devote  as  much  time 
to  this  as  seems  necessary.)  This  will  require  one  or  two 
lessons  on  How  to  read  a  newspaper.  There  is  no  set  formula 
to  follow  in  this  matter.  It  is  safe  to  observe  that  no  two 
people  read  the  paper  in  the  same  way.     Pupils,  however, 


1 66  Supervised  Study  in  History 

need  training  in  how  to  evaluate  the  items  of  news  contained 
in  the  various  parts  of  the  paper.  They  should  be  taught  to 
read  certain  items  very  carefully,  and  watch  the  development, 
from  day  to  day,  of  some  of  the  great  issues.  Some  items 
should  be  only  briefly  scanned,  while  others,  of  course,  should 
be  entirely  omitted. 

The  papers  brought  to  the  classroom  by  the  pupils  will 
give  the  teacher  a  great  insight  into  the  home  interests  along 
these  lines.  Many  different  papers  will,  no  doubt,  be  in- 
cluded among  the  ones  brought  at  the  request  of  the  teacher. 
This  affords  an  excellent  opportunity  for  a  lesson  on  The  kinds 
of  newspapers.  This  lesson  should  result  in  a  list  of  those 
conceded  to  be  the  best,  written  upon  the  board.  The  list 
should  contain  not  only  the  best  local  papers,  but  those  which 
have  won  a  reputation  in  the  larger  community,  —  the  state. 
Inform  the  pupils  why  some  papers  brought  to  class  are  not 
desirable. 

A  lesson  upon  Editorials,  followed  by  a  lesson  upon  What 
the  magazine  teaches  us  which  the  newspaper  does  not,  will  also 
result  in  a  list  of  the  best  magazines  being  written  upon  the 
board.  The  pupils  should  copy  these  hsts  in  their  notebooks 
for  future  reference.  When  we  consider  that  a  very  large 
percentage  of  the  boys  and  girls  in  our  public  schools  come 
from  homes  where  the  parents  are  foreign  born,  we  may  better 
appreciate  the  great  opportunity  the  school  has  to  educate 
the  children,  and,  eventually,  the  parents  themselves,  in  this 
matter. 

These  lessons  naturally  will  take  time.  It  is  not  wasted, 
however,  because  it  is  opening  new  lines  of  interest  which  have 
not  been  realized.  Urge  as  many  as  possible  to  subscribe  for 
individual  copies  of  any  good  periodical  on  current  events. 


Current  Events  167 

Encourage  a  voluntary  subscription  toward  a  fund  to  be 
devoted  to  purchasing  some  of  the  best  periodicals.  These 
should  be  kept  upon  the  reading  table,  to  be  used  by  any 
member  of  the  class,  whenever  possible. 

Some  of  the  pupils  frequently  can  supplement  the  ones 
purchased  by  the  class.  Magazines  which  have  been  read  by 
the  family  at  home  will  soon  find  their  way  to  the  table  in  the 
schoolroom.  Train  the  children  to  check  any  article  found 
in  the  "  Table  of  Contents  "  which  is  of  interest  to  the  rest  of 
the  class.  Allow  pupils  finding  articles  in  this  way  to  men- 
tion the  fact  to  the  class.  Since  adults  frequently  read  some 
article  because  their  attention  has  been  called  to  it  by  a  friend, 
or  because  they  have  heard  it  mentioned,  why  should  not 
this  same  means  of  arousing  interest  be  employed  with  our 
pupils  ? 

A  teacher  can  do  much  to  stimulate  the  pupils  unconsciously 

by  such  questions  as  :  "  How  many  read (naming  the 

article)  in  this  morning's  paper?  It  contains  something  in 
which  you  will  be  interested;    or,  I  have  an  article   here 

on  .     How  many  care  to  read  it?    or,  Here  is  the 

last  number  of  the  Literary  Digest ;  be  sure  to  read . ' ' 

A  teacher  will  soon  find  that  the  pupils  will  be  eager  to  antic- 
ipate her  questions  by  bringing  in    clippings  or    magazines, 

and  greeting  her  with  "  Did  you  see ?  "     One  must 

be  well  informed,  but  there  is  no  better  game  than  that 
which  the  pupils  and  teacher  play  in  searching  for  current 
events. 

How  to  Systematize  the  Study  of  Current  Events.  —  This 
work  is  so  closely  related  to  civics,  as  well  as  to  history,  that  it 
is  difFicult  to  make  any  distinction.  In  fact,  the  suggestions 
given  will  meet  the  needs  of  both.    The  following  plan,  recently 


1 68  Supervised  Study  in  History 

employed  by  the  author,  proved  to  be  a  real  education  to  the 
pupils.  They  worked  during  the  entire  semester  with  such 
enthusiasm  that  there  was  very  Httle  of  importance  which  was 
not  read  and  discussed  by  them. 

Loose-leaf  notebooks  (size  8"  X  io|'0  were  used.  These 
served  a  three-fold  purpose,  as  they  contained  all  notes  upon 
history,  civics,  and  current  events.  One  part  of  the  book 
was  used  as  a  "  Civics  Note  Book  "  ;  another  for  "  Current 
Events,"  while  a  third  part  was  devoted  to  "History  Notes." 
Current  Events  cHppings  were  also  used  as  illustrative  material 
for  both  history  and  civics.  Loose  leaves  could  be  inserted, 
when  needed,  or  poorly  written  pages  removed  and  recopied. 

For  the  purpose  of  keeping  the  clippings  collected,  a  very 
simple  but  effective  filing  system  was  devised.  Several  en- 
velopes (size  6|"  X  g\")  were  given  to  each  pupil.  Each 
envelope  was  given  a  distinctive  label,  such  as  "  Local  News," 
"State  Affairs,"  "National  Affairs,"  "Foreign  Affairs," 
"  Miscellaneous,"  etc.  Several  lessons  were  spent  in  helping 
the  pupils  to  classify  the  clippings  which  were  brought  to  class. 
They  were  directed  to  write  the  "  source  "  and  date  upon  the 
back  of  each  cHpping  in  pencil,  at  the  time  the  article  was 
selected.  These  were  then  classified,  with  the  help  of  the 
teacher.  Any  article  relating  to  local  affairs  was  placed  in  the 
envelope  containing  that  label.  Each  article  placed  in  this  en- 
velope was  numbered  in  the  order  of  entry,  and  filed  by  writing 
the  number  and  title  of  each  upon  the  front  of  the  envelope. 
The  same  system  was  used  in  filing  clippings  relating  to  the 
labels  upon  the  other  envelopes.  This  proved  of  great  value 
in  enabling  the  pupils  to  organize  the  cHppings  obtained. 

As  topics  were  studied,  either  in  civics  or  history,  concerning 
which  clippings  could  be  found,  or  had  already  been  found, 


Current  Events  169 

they  were  filed  in  these  envelopes  until  the  study  of  the  sub- 
ject was  completed.  They  were  then  pasted  in  the  notebook, 
following  any  notes  which  were  entered  upon  the  topic.  When 
pasted  in  the  notebook,  the  "  source "  and  "  date "  were 
written  above  each  clipping.  Pictures  were  filed  in  the  same 
manner. 

The  part  of  the  notebook  devoted  to  "  Current  Events  "  was 
separated  into  sections  corresponding  to  the  labels  on  the 
several  envelopes.  All  clippings  which  had  no  relation  to 
topics  studied  in  history  or  civics,  were  pasted  in  the  note- 
book under  the  proper  heading  arranged  for  "  Current 
Events."  The  pupils  derived  great  pleasure  as  well  as  real 
benefit  from  this  work. 

A  simplified  form  of  this  plan  was  also  organized  with 
Seventh  Grade  pupils.  In  this  case,  a  single  notebook  con- 
tained the  contributions  of  the  entire  class.  This  was  kept  by 
one  or  two  pupils,  chosen  by  the  class  to  serve  as  "  Current 
Events  Secretaries,"  for  a  period  of  one  week.  The  pupils 
were  thus  given  a  start  in  the  work  which  as  Eighth  Grade 
pupils  they  were  able  to  continue  in  greater  detail.  For 
further  suggestions  upon  this  question,  see  lessons  planned  for 
pupils  of  the  Eight  A  Grade. 

How  to  Conduct  the  Current  Events  Period.  —  Although 
many  lessons  should  be  devoted  to  work  such  as  described 
above,  time  should  also  be  given  to  recitation  and  discussion 
upon  the  material  collected.  During  the  first  part  of  the 
semester,  the  time  should  be  spent  in  teaching  the  pupils 
how  to  obtain  and  classify  the  material  collected.  As  soon, 
however,  as  the  right  habits  have  been  acquired,  this  matter 
should  be  given  only  enough  time  to  make  sure  that  it  is  not 
being  neglected.     This  gives  more  opportunity  for  discussion. 


170  Supervised  Study  in  History 

As  previously  stated,  definite  days  for  the  consideration  of 
current  events  secures  better  results.  This  does  not  mean, 
however,  that  this  plan  must  be  strictly  adhered  to.  When- 
ever the  situation  seems  to  demand  a  reference  to  current 
events,  or  a  careful  study  of  some  topic,  it  should  be  made  at 
that  time. 

Employ  any  good  method  which  seems  best  to  meet  the 
needs  of  the  particular  class  receiving  instruction.  Specify 
definite  days  when  certain  rows  may  be  required  to  report 
upon  items  of  local  interest ;  others,  upon  those  of  foreign 
interest,  etc.  Always  insist  upon  the  source  of  information 
and  the  date  being  given,  before  the  report  is  made.  Allow 
other  pupils  to  ask  questions  or  add  further  statements  from 
other  clippings  upon  the  same  topic.  Those  reported  from 
sources  considered  unreliable  should  not  be  kept  for  filing. 
Clippings  containing  items  of  little  value  should  be  given 
only  enough  consideration  to  enable  the  pupils  to  understand 
why  they  are  of  little  value.  Frequently  refer  this  matter  to 
the  class  for  judgment.  A  little  training  of  this  kind  will 
cause  pupils  to  avoid  selecting  topics  which  may  be  con- 
sidered unimportant. 

Sociahze  this  work  in  every  way  possible.  Occasionally 
introduce  a  few  new  elements.  A  slight  variation  from  the 
general  plan  frequently  renews  interest  and  thus  increases 
effort.  The  spirit  of  contest  may  be  used  to  excellent  ad- 
vantage here.  The  collecting  instinct  is  strong  with  pupils 
of  this  age,  and,  if  properly  directed,  brings  most  gratifying 
returns. 

The  greater  part  of  this  work  should  be  voluntary.  How- 
ever, occasional  reports  made  upon  magazine  articles  which 
have  been  assigned   to  certain  pupils  by  the  teacher,  often 


Current  Events  171 

help  in  stimulating  others  to  read  the  same  article.  If  in- 
dividual copies  of  any  current  event  paper  or  magazine  are 
taken  by  the  pupils,  the  day  upon  which  these  periodicals 
arrive  might  be  devoted  to  studying  the  articles,  pupils  and 
teacher  working  together.  Avoid  permitting  the  pupils  to 
read  the  first  item  and  to  follow  this  merely  by  reading  each 
item  in  turn.  Question  the  pupils  and  encourage  them  to  ask 
questions.  Ask  the  pupils  to  glance  over  the  headings  of  the 
items  upon  the  first  page  and  select  the  one  each  considers 
the  most  important.  The  consensus  of  opinion  will  be  easily 
determined.  Have  this  item  read  silently  by  each  ;  then  call 
upon  a  pupil  to  rise  and  attempt  to  answer  any  questions 
asked  by  other  pupils  concerning  this  topic. 

When  the  papers  are  not  used,  and  pupils  report  upon  clip- 
pings found,  insist  upon  these  reports  being  told  and  not 
read  to  the  class.  This  prevents  careless,  thoughtless  habits, 
and  the  time  for  this  work  becomes  a  period  which  requires 
careful  research,  definite  knowledge,  and  unbiased  judgment. 
Never  permit  pupils  to  utilize  this  period  in  voicing  biased 
personal  opinions,  often  based  upon  inadequate  information  or 
wrong  viewpoint.  It  should  be  a  period  for  gaining  informa- 
tion. The  discussions  are  necessary  in  order  to  under- 
stand the  questions  receiving  consideration.  Teachers  will 
find  other  ways  of  conducting  this  work  which  will  be  equally 
valuable. 


172  Supervised  Study  in  History 

LESSON  XXII 

UNIT  OF  INSTRUCTION  VIII.  —  AMERICA'S  STRUGGLE 
FOR  COMMERCIAL  INDEPENDENCE.  EVENTS  LEAD- 
ING TO  THE  WAR  OF   181 2 

Grade,  —  Eight  B  "  Time,  90  minutes 

Lesson  Type.  —  A  Lesson  in  Appreciation 

Time  Schedule 

Current  Events 15  min. 

The  Review        15  min. 

The  Assignment 20  min. 

Physical  Exercises 5  niin. 

Study  of  the  Assignment 3°  nain. 

Verification 5  "lin. 

Time-keeper 

Current  Events.  —  Permit  the  class  to  elect  a  "  Current 
Events  Secretary."  The  pupil  elected  should  take  charge  of 
the  class  during  the  current  events  period.  Pupils  having  an 
item  of  current  interest  should  volunteer  by  rising.  The 
secretary  should  then  call  upon  each  in  turn.  The  pupil 
called  upon  should  pass  to  the  front  of  the  room,  face  the  class, 
and  give  the  title  of  the  topic  as  well  as  the  source  from  which 
it  was  obtained.  Then,  as  briefly  and  quickly  as  possible, 
the  report  should  be  given.  Unless  an  item  is  rejected  be- 
cause it  is  unimportant,  some  comment  should  be  made  upon 
each  article.  The  classification  of  each  item  might  be  re- 
ferred to  the  class.  The  pupils  then  become  responsible  for 
deciding  whether  the  items  are  of  local,  national,  or  foreign 
interest.  Items  previously  reported  upon  should  be  re- 
viewed frequently,  in  order  to  compare  a  previous  report 


A  Lesson  in  Appreciation  173 

with  the  present  report,  and  thus  show  development.  This 
method  of  following  the  development  of  an  event  affords 
an  excellent  opportunity  for  the  suspension  of  judgment. 
Definite  decisions  cannot  be  made  until  further  developments 
are  known.  The  period  might  be  closed  by  a  brief  report 
made  by  the  secretary,  who  has  taken  notes  upon  the  work 
accomplished. 

The  Review.  —  Subject  Matter.  The  visit  of  the  French 
and  British  Commissioners  to  the  United  States,  April  22, 
191 7.  For  the  purpose  of  illustrating  the  point,  it  will  be 
assumed  that  this  lesson  is  taught  about  the  time  or  shortly 
after  the  visit  of  these  commissioners. 

Method.  Since  this  was  one  of  the  great  questions  to 
receive  consideration  during  the  current  events  period,  at  the 
time  of  the  arrival  of  the  commissioners,  the  matter  should 
be  brought  up  in  the  form  of  a  review.  Newspaper  clippings 
previously  collected  should  again  be  referred  to.  Magazine 
articles,  such  as  those  found  in  the  "  Literary  Digest,"  "  The 
Outlook,"  "  The  Independent,"  "  Current  Events  "  (May  5, 
191 7),  and  other  periodicals  of  the  same  character,  should  be 
used.  Select  paragraphs  or  passages  which  describe  the 
purpose  of  the  visit,  and  the  manner  in  which  the  com- 
missioners were  everywhere  received  by  the  people.  Par- 
ticularly emphasize  their  reception  in  Washington,  New 
York,  and  other  large  cities.  Have  dilTerent  pupils  read  brief 
sentences  to  show  the  enthusiastic  greetings  accorded  General 
Joffre  and  other  members  of  the  French  Commission. 

This  should  be  done  largely  by  the  pupils.  The  teacher, 
however,  needs  to  direct  the  work,  adding  a  statement  wher- 
ever necessary,  in  order  to  make  sure  that  the  pupils  are 
receiving  the  right  impressions.     The  teacher's  work  in  pre- 


174  Supervised  Study  in  History 

paring  for  this  lesson  will  be  greatly  simplified,  if  articles 
similar  to  those  mentioned  above  are  marked  and  kept  for 
such  needs  as  those  of  the  present  lesson.  Teachers  who 
have  carefully  evaluated  the  course,  and  are  thoroughly 
posted  concerning  the  subject  matter  to  be  taught,  will  in- 
stantly recognize  the  value  in  any  item  of  current  interest 
which  may  be  used  to  better  illustrate  past  events.  Much 
invaluable  material  will  be  collected  in  this  way. 

The  Assignment.  —  i.  The  association  of  present  and  past 
events. 

2.   The  subject  matter  to  be  studied,  found  by  the  pupils. 

The  association  of  present  and  past  events.  Through  the 
impressions  the  pupils  have  been  given  as  a  result  of  study- 
ing the  present-day  affairs  mentioned  above,  the  teacher  should 
now  help  them  to  look  back  to  the  time  in  America,  nearly 
one  hundred  and  twenty-five  years  ago,  when  France  sent  an 
agent  upon  a  similar  mission.  Picture  to  the  class  the  situa- 
tion in  France  at  that  time,  and  the  reason  the  people  were  so 
eager  to  gain  assistance  from  the  United  States.  Allow  the 
pupils  to  attempt  to  tell  why  France  expected  America  to  help 
her. 

Now  briefly  contrast  the  European  situation  of  1793  with 
that  of  1 91 7,  and  also  emphasize  the  difference  between  the 
United  States  as  a  world  power  then  and  now.  Help  the  pupils 
to  realize  that  the  situation  in  1793  between  France  and 
America  differed  greatly  from  that  of  the  present,  but  that 
the  purpose  of  the  visit  made  by  the  commissioner  sent  to 
America  by  France  in  1793,  was  similar  to  that  of  the  com- 
missioners sent  to  America  by  France  in  191 7. 

This  leaves  the  class  with  a  desire  to  discover :  —  Whom  did 
France  send  to  America  in  1793,  and  what  did  he  accomplish? 


A  Lesson  in  Appreciation  175 

This  should  then  become  the  problem  for  the  study  of  the 
assigmnent. 

The  subject  matter  to  he  studied,  found  by  the  pupils.  The 
pupils  should  now  consult  the  texts  selected  for  this  lesson, 
and  by  following  the  teacher's  suggestion,  locate  the  pages 
which  contain  an  account  of  Citizen  Genet's  visit  to  America. 
The  directions  on  the  board  should  be  read  and  page  ref- 
erences written  after  each  question. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment 
(Written  work) : 

1 .  What  was  happening  in  France  about  the  time  Washing- 
ton was  inaugurated  ? 

2.  As  a  result  of  the  French  Revolution,  what  enemies  did 
France  gain  among  the  nations  of  Europe? 

3.  Give  one  reason  why  France  was  confident  of  aid  from 
the  United  States. 

4.  How  was  Citizen  Genet  .received  by  the  American 
people  ? 

5.  WTiat  did  he  do  and  with  what  results? 
II  or  Average  Assignment  (Written  work) : 

6.  Why  did  Washington  issue  a  proclamation  of  neutrality 
at  that  time? 

///  or  Maximum  Assignment. 

7.  Write  at  least  two  paragraphs  contrasting  the  United 
States  of  1793  with  the  United  States  of  191 7,  as  to  her  stand- 
ing among  the  nations  of  the  world. 

Possible  References  :  —  Bourne  &  Benton  —  "  History 
of  the  United  States  "  (D.  C.  Heath  &  Co.),  pp.  255-257. 

Ashley  -  -  "  American  History  "  (Macmillan),  pp.  238-239. 

Beard-Bagley  —  "  The  History  of  the  American  People  " 
(Macmillan),  Chap.  X. 


176  Supervised  Study  in  History 

Verification.  —  After  determining  the  number  who  have 
accomplished  each  part  of  the  assignment,  devote  the  rest  of 
the  time  to  reading  to  the  class  some  of  the  papers  which 
have  been  found  to  be  particularly  good.  The  detailed  review 
will  naturally  be  given  the  next  day,  but  it  encourages  the 
pupils  to  have  some  recognition  given  to  satisfactory  work, 
directly  following  its  completion. 

Further  Suggestions  for  the  Study  of  Unit  of  Instruction 
VIII.  —  The  lessons  on  this  unit  of  instruction  should  all  aim 
to  give  the  pupils  a  clear  idea  of  the  diflSculties  which  our  new 
republic  encountered  in  attempting  to  establish  her  rights  upon 
the  seas.^  Emphasize  the  enmity  between  France  and  Eng- 
land at  that  time,  in  order  to  show  why  it  was  a  doubly 
difficult  situation  for  the  United  States.  In  all  lessons  refer 
to  present-day  conditions  wherever  possible. 

The  study  of  the  War  of  181 2  should  be  centered  upon  a  con- 
sideration of  the  causes,  and  the  position  gained  by  the  United 
States  as  a  result  of  the  war.  A  study  should  be  made  only 
of  such  details  as  are  of  interest  in  certain  localities.  The 
teacher  must  use  his  own  discretion  concerning  this  point. 
The  history  of  the  writing  of  the  Star  Spangled  Banner  is, 
however,  of  common  interest  to  all  citizens,  and  should  be 
given  enough  background  for  the  pupils  to  understand  why 
Francis  Scott  Key  was  inspired  to  write  this  poem,  and  how 
it  became  our  national  song. 

A  lesson  at  the  close  of  the  study  of  this  unit  of  instruc- 
tion might  be  devoted  to  the  topic  United  States  Commerce 
in  1 81 7  and  191 7.  An  excellent  Red  Letter  Day  Lesson 
might  be  planned  upon  this  topic.  Pictures,  magazine 
articles,  newspaper  clippings  and  texts  will  contribute  toward 
1  See  Beard-Bagley,  Chap.  XIV,  "  The  History  of  the  American  People." 


How  to  Study  Lesson  177 

leaving  the  right  impressions  with  the  pupils  in  regard  to  the 
development  of  the  commercial  interests  of  the  United 
States. 

LESSON  XXIII 
UNIT   OF    INSTRUCTION    IX.  — THE   SLAVERY    QUESTION 
Grax)e,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  "  How  to  Study  "  Lesson 

Time  Schedule 

The  Review       20  min. 

The  Assignment 35  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 25  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  A  summary  of  all  topics 
pertaining  to  slavery  from  1619  to  1820. 

Method.  It  is  assumed  that  this  is  not  the  first  lesson 
taught  on  this  question.  This  lesson  will  have  been  preceded 
by  a  review  lesson  on  such  topics  as : 

1.  The  introduction  of  slavery  into  Virginia,  161 9. 

2.  The  Ordinance  of  1787  and  the  slavery  question. 

3.  The  provisions  in  the  constitution  concerning  slavery. 

4.  The  invention  of  the  cotton-gin  and  its  results. 

Begin  the  review  by  having  the  pupils  number  by  fours. 
Allow  between  five  and  ten  minutes  for  all  pupils  having 
number  "  one  "  to  prepare  questions  upon  the  first  topic. 
Pupils  having  numbers  "  two,"  "  three,"  and  "  four  "  should 
also  prepare  questions  ui)(jn  the  topics  of  corresponding  num- 


178  Supervised  Study  in  History 

ber.  Urge  them  to  write  questions  beginning  with  "  how  " 
or  "  why." 

Pupils  responsible  for  questions  upon  topic  "  one  "  should 
stand,  pass  to  the  front  of  the  room,  and  form  a  row  facing 
the  class.  The  teacher  should  now  call  upon  each  one  in 
turn  to  read  his  questions.  These  pupils  should  be  per- 
mitted to  call  upon  any  one  whom  they  wish  to  select,  pro- 
vided no  pupil  is  called  upon  more  than  once  by  any 
questioner.  If  a  question  is  indefinite,  the  teacher  should 
aid  the  pupil  to  restate  it.  Pupils  who  follow  the  first 
questioner  should  omit  from  their  questions  any  which 
previously  have  been  asked.  All  pupils  should  keep  notes 
on  any  errors  in  answers  given.  These  errors  should  be 
corrected  after  the  last  pupil  having  questions  on  topic 
"  one  "  has  read  his  questions.  The  teacher  should  add 
any  necessary  fact,  or  correct  an  erroneous  impression  upon 
any  point,  before  the  pupils  having  questions  on  topic 
"  two  "  are  called  to  the  front  of  the  room.  Continue  in 
the  same  manner  for  review  of  topics  "  three"  and  "four." 

Although  there  may  be  seven  or  eight  pupils  to  question 
the  remainder  of  the  class  upon  the  same  topic,  many  questions 
will  have  to  be  omitted  if  there  is  a  similarity  to  previous 
questions.  The  interest  will  be  very  keen  among  the  pupils 
because  all  are  given  an  equal  opportunity. 

The  Assignment.  —  i.    The  statement  of  the  new  problem. 

2.   Instruction  preparatory  to  the  study  of  the  assignment. 

The  statement  of  the  problem.  As  a  result  of  the  review, 
the  pupils  are  able  to  realize  to  what  extent  slavery  had 
developed,  following  the  invention  of  the  cotton-gin.  They 
now  need  to  be  led  to  see  the  reasons  for  the  various  points 
of  view  among  the  different  states.     The  teacher  should  make 


How  to  Study  Lesson  179 

a  few  preliminary  statements  concerning  this  point.  (More 
information  will  be  gained  by  the  pupils,  themselves,  later 
in  the  lesson.)  Now  simply  state  the  fact  that  although  the 
question  of  slavery  had  come  up  in  various  ways  (as  noted 
in  the  review),  it  was  two  himdred  years  from  the  time  slavery 
was  introduced  into  this  country  before  it  became  a  serious 
national  issue.  This  will  cause  the  pupils  to  ask  why,  and 
thus  give  rise  to  a  problem  similar  to  the  following :  —  Why 
did  the  extension  of  slavery  become  a  national  question  in 
1820,  and  how  was  this  question  settled? 

Instruction  preparatory  to  the  study  of  the  assignment. 
Using  Fiske's  "  History  of  the  United  States  "as  an  illus- 
tration, direct  the  pupils  to  consult  the  index  for  the  word 
"  slavery."  Devote  only  enough  time  to  this  for  the  pupils 
to  decide  what  references  may  be  omitted  because  of  previous 
knowledge  upon  the  subject.  The  pupils  should  make  this 
decision  by  turning  to  each  page  and  briefly  scanning  its  con- 
tents. If  it  is  found  to  be  a  reference  to  something  already 
studied  and  reviewed,  the  page  should  not  be  read.  Such 
references  as  those  found  on  pages  129,  148,  and  150  should  be 
located  as  quickly  as  possible  by  all.  A  pupil  should  then  be 
called  upon  to  rise  and  read  the  sentence  or  short  passage 
referred  to,  as  each  is  found.  In  this  way  all  familiar  or 
unimportant  facts  will  be  very  quickly  eliminated,  and  we 
then  come  to  the  new  facts  which  require  study  and  explana- 
tion. 

Since  much  of  this  new  material  is  devoted  to  an  explana- 
tion of  the  situation  which  led  to  the  Missouri  Compromise, 
this  subject  matter  should  be  studied  by  the  pupils  and  teacher 
working  together.  All  pupils  should  now  open  their  books 
to  page    312    ^paragraph    118).     Direct    their   attention    to 


i8o  Supervised  Study  in  History 

the  topical  heading  and  the  marginal  note.  Now  allow  the 
pupils  to  read  the  first  paragraph  silently.  The  teacher 
should  then  ask  such  questions  as  the  following : 

1.  What  is  meant  by  "the  victories  of  Harrison  and 
Jackson"?  (Permit  a  pupil  to  find  a  reference  which  will 
answer  this  question.) 

2.  Explain  the  meaning  of  "  Pittsburg,  the  Gateway  of  the 
West." 

3.  Consult  the  index  to  see  if  you  can  find  any  reference  to 
the  "  era  of  good  feeling,"  mentioned  in  the  last  sentence  in 
the  paragraph.  (Direct  a  pupil  to  read  this  reference  and 
later  report  to  the  class.) 

4.  Give  a  brief  summary  of  this  paragraph.  (Call  for 
reports  after  this  summary  is  given.  The  pupil  making  the 
report  should  first  re-read  or  restate  the  point  which  required 
added  research.) 

Explain  to  the  class  that  the  invention  of  the  steamboat 
(mentioned  in  the  paragraph)  will  be  considered  later  in 
solving  another  problem.  In  this  way  they  will  be  kept  to 
the  point  and  will  not  stray  too  far  from  the  topic  xmder  con- 
sideration. 

After  allowing  time  for  the  pupils  to  read  the  next  para- 
graph, call  upon  one  of  them  to  state,  in  one  sentence,  the 
main  thought  in  this  paragraph.  The  next  paragraph  might 
be  read  aloud  by  the  teacher,  who  should  stop  to  question  the 
pupils  on  any  point  needing  special  attention,  such  as :  (i)  What 
kind  of  work  was  done  by  slaves  in  the  northern  colonies? 
(2)  Why  were  slaves  considered  necessary  in  the  southern 
colonies?  What  were  the  compromises  made  in  the  Consti- 
tution concerning  slavery? 

The  paragraph  on  "  Slavery  takes  on  New  Life,"  might  be 


How  to  Study  Lesson  i8i 

read  silently,  and  the  pupils  then  directed  to  ask  a  question,  the 
answer  to  which  will  be  the  most  important  fact  in  the  para- 
graph. Dictionaries  should  be  consulted  for  the  meaning  of 
such  words  as  "  counterbalanced  "  and  "  equipoise." 

Since  the  next  paragraph  is  upon  a  topic  previously  studied 
(the  Ordinance  of  1787),  it  should  be  omitted  entirely,  with  the 
exception  of  the  last  sentence,  which  is  needed  to  understand 
the  following  paragraph.  Now  ask  the  class  to  glance  at  the 
next  paragraph  and  decide  what  state  caused  the  slavery 
question  to  become  a  national  question  in  1820.  Refer  to  the 
problem  again  in  order  that  the  pupils  may  realize  that  they 
have  found  the  solution  to  Why  the  extension  of  slavery  became 
a  national  question  in  1820.  How  this  question  was  settled 
will  be  discovered  in  the  study  of  the  assignment. 

The  Study  of  the  Assignment. —  /  or  Minimum  Assignment. 

1.  Finish  reading  the  references  in  Fiske  which  tell 
about  the  Missouri  Compromise. 

2.  Consult  the  index  of  Dickson's  "  History  for  Grammar 
Schools,"  for  references  upon  the  Missouri  Compromise 
(pp.  316-318).  Read  these  references  carefully  in  order  to 
determine  how  the  facts  contained  in  this  text  compare  with 
the  ones  read  in  Fiske. 

3.  As  a  result  of  reading  these  two  texts,  what  conclusions 
concerning  the  Missouri  Compromise  may  you  reach  upon 
the  following  points : 

(a)  Why  was  there  a  disagreement  in  Congress  when 
Missouri  applied  for  admission  into  the  union  in  1818? 

(b)  How  many  free  states  and  slave  states  were  there  then 
in  the  union? 

(c)  Whose  influence  in  Congress  finally  secured  a  compro- 
mise upon  the  matter? 


I»2 


Supervised  Study  in  History 


(d)  What  were  the  provisions  of  this  compromise  ? 

(e)  Why  did  this  compromise  settle,  for  a  time,  the  dis- 
pute over  the  extension  of  slavery? 

//  or  Average  Assignment. 

4.  Prepare  a  brief  outline  to  show  all  the  topics  thus  far 
studied  concerning  slavery  in  the  United  States. 

///  or  Maximum  Assignment. 

5.  Draw  a  map  to  illustrate  the  extent  of  slavery  in  1820. 
(See  Fiske,  p.  315.) 

Verification.  —  Some  of  the  maps  begun  during  the  prepara- 
tion of  the  minimum  assignment  will  not  be  completed  at  the 
close  of  the  study  period.  Provisions  should  be  made  for  this 
in  the  average  or  maximum  assignment  for  the  next  lesson. 
Any  pupil  who  succeeds  in  drawing  a  good  map  should  be 
permitted  to  draw  it  upon  the  board  in  colored  crayon.  This 
map  should  be  used  during  the  review  upon  the  following 
day,  as  well  as  during  further  study  of  the  slavery  question. 

All  pupils  who  have  reached  the  maximum  assignment 
might  be  asked  to  come  to  the  front  of  the  room  and  exhibit 
their  maps  to  the  class.  The  other  pupils  should  refer  to 
page  315  of  Fiske,  and  decide  which  pupil  has  drawn  the  best 
map.  In  this  way  the  attention  of  the  entire  class  will  be 
directed  to  at  least  a  brief  consideration  of  this  map. 

Many  lessons  such  as  the  foregoing  should  be  given  during 
the  semester.  The  subject  matter  will  be  much  better  under- 
stood, and  more  will  be  accomplished  in  the  end,  because  time, 
which  is  frequently  wasted  upon  the  repetition  of  certain 
lessons,  may  be  spent  in  training  the  pupils  to  help  them- 
selves. Instruction  of  this  kind  does  not  cripple  pupils.  If 
given  frequently  enough  to  result  in  habit  formation,  lessons 
of  this  type  give  the  pupils  an  insight  into  how  to  interpret 


An  Expository  Lesson  183 

the  text.  This  is  very  essential  with  children  of  any  grade. 
Eighth  Grade  pupils,  however,  are  able  to  do  more  detailed 
work  in  this  respect  than  those  in  the  Seventh  Grade. 

LESSON  XXIV 
UNIT    OF    INSTRUCTION    IX.  — THE    SLAVERY    QUESTION 
Grade,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  An  Expository  Lesson 

Time  Schedule 

The  Review        25  min. 

The  Assignment 25  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  Missouri  Compromise 
and  other  questions,  previously  studied,  pertaining  to  slavery. 

Method.  Since  the  study  of  the  slavery  question  must  be 
continued  for  some  time,  a  good  method  to  introduce  at  this 
j)oint  would  be  a  Rapid  Fire  Review  which  might  be  explained 
in  the  following  manner  : 

"  The  time-keeper  may  allow  the  class  five  minutes.  De- 
vote that  time  to  thinking  of  questions  on  any  topic  we  have 
studied  concerning  slavery.  In  order  to  discover  what  facts 
need  further  review,  let  us  simply  ask  '  fact  questions  ' ; 
that  is,  questions  \vhi(  h  will  require  only  a  brief  statement  of 
facts  in  order  to  answer  them.  We  will  appoint  (pupil's 
name)  to  be  the  secretary.     Your  duties  will  be  to  call  the 


184  Supervised  Study  in  History 

roll  and  keep  a  record  of  all  pupils  who  are  unable  to 
answer  the  particular  question  asked.  The  first  pupil  called 
upon  may  rise,  ask  his  question,  and  call  upon  any  one  he 
desires  to  answer.  If  that  pupil  is  unable  to  answer,  the 
questioner  should  then  call  upon  another  pupil.  In  every 
case,  a  pupil  who  cannot  answer  his  question  must  write  the 
question  upon  a  slip  of  paper  and  sign  his  name  upon  the 
back  of  the  slip.  (These  may  be  collected  later  during 
the  study  period,  when  the  teacher  has  an  opportunity  to 
work  with  individual  pupils.)  The  secretary  should  also 
check  on  his  list  the  names  of  those  unable  to  answer.  This 
list  will  be  used  later  in  calling  upon  pupils  for  the  correct 
answer  to  any  questions  missed." 

Now  allow  five  minutes  for  the  pupils  to  think  of  questions. 
Direct  the  time-keeper  to  call  "  time."  The  secretary  will 
then  take  his  place  in  the  front  of  the  room,  and  the  review  may 
begin. 

Five  minutes  are  sufficient  for  the  pupils  to  prepare  one  or 
two  questions.  It  is  not  necessary  for  them  to  have  a  long  Hst 
of  questions,  as  others  will  be  suggested  by  the  points  brought 
out  during  the  progress  of  the  lesson.  A  few  moments  are 
necessary  at  the  beginning  in  order  to  give  the  pupils  who  are 
first  called  upon  an  opportunity  to  have  their  questions 
ready,  so  that  there  need  be  no  loss  of  time  when  the  review 
begins. 

The  Assignment.  —  i.   Explanation  given  by  the  teacher. 

2.  The  consideration  of  the  facts  upon  which  the  problem 
for  the  lesson  depends. 

Explanation  given  by  the  teacher.  It  seems  necessary  at 
this  point,  through  a  brief  statement  given  by  the  teacher, 
to  help  the  class  understand  the  difference  in  point  of  view 


An  Expository  Lesson  185 

between  the  North  and  the  South  concerning  slavery,  and  how 
this  difference  was  constantly  becoming  a  serious  national 
problem.  Tell  about  the  spread  of  the  abolition  movement, 
through  such  leaders  as  William  Lloyd  Garrison.  Picture  to 
them  the  situation  when  Texas  wished  to  be  admitted  to  the 
union.  Give  the  reasons  why  the  North  opposed  this  an- 
nexation and  the  South  favored  it.  (Have  pupils  consult  maps 
in  order  to  make  perfectly  clear  the  location  of  Texas  in  rela- 
tion to  the  Missouri  Compromise  line.)  Inform  the  class  of 
the  fact  that  the  southern  representatives  in  Congress  won 
their  point  and  Texas  was  admitted.  Now  tell  the  class  that 
the  annexation  of  Texas  led  to  a  still  more  serious  complica- 
tion of  the  slavery  question;  and  that  this  was  brought 
about  as  a  result  of  an  event  which  happened  because  of 
this  annexation  —  that  is,  the  Mexican  War. 

The  Mexican  War,  as  a  war,  should  be  entirely  disregarded. 
Explain  to  the  class  why  it  is  unnecessary  to  spend  time  upon 
the  events  of  this  war.  Ask  the  pupils  if  they  can  now  see  why 
we  need  to  give  some  attention  to  the  results  of  this  war. 
Make  it  clear  that  it  is  only  because  of  the  connection  this 
topic  has  with  the  slavery  question  that  we  pause  to  consider 
it  at  all.  Such  statements  as  those  found  in  Dickson's 
"  American  History  for  Grammar  Schools  "  (pp.  350-351),  and 
Channing's  "  Students'  History  of  the  United  States  "  ^  (pp. 
388-389)  might  be  read  to  the  class. 

Help  the  pupils  to  locate  all  territory  gained  by  the  United 
States  from  the  first  Mexican  cession.  Now  ask  the  pupils 
to  state  what  they  consider  the  reason  for  their  brief  study  of 
the  annexation  of  Texas  and  the  territory  gained  as  a  result  of 
the  Mexican  War.     Write  on  the  board  any  statements  which 

^  Macmillan. 


1 86  Supervised  Study  in  History 

show  that  the  pupils  recognize  the  need  for  further  considera- 
tion of  the  slavery  question. 

Consideration  of  facts  upon  which  the  problem  depends. 

Through  suggestions  and  questions,  certain  statements 
made  by  the  pupils  may  be  used  in  securing  a  problem  similar 
to  the  following :  How  was  the  question  of  slavery  settled  in 
the  new  territory  acquired  as  a  result  of  the  Mexican  War? 

The  Study  of  the  Assignment.  —  Directions. 

After  looking  up  the  answer  to  any  question  missed  during 
the  review,  consult  the  text  upon  your  desk,  and  find  your 
own  reference  for  facts  relating  to  the  problem  written  upon 
the  board.  Read  as  far  as  you  consider  it  necessary,  in  order 
to  answer  satisfactorily  the  following  questions : 

/  or  Minimum  Assignment. 

1.  What  was  the  Wihnot  Proviso? 

2.  What  state  first  made  from  the  first  Mexican  cession 
greatly  increased  the  slavery  agitation  ? 

3.  How  did  it  happen  that  California  was  so  quickly 
settled?     (Be  able  to  answer  this  fully.) 

4.  Why  were  many  of  the  settlers  who  went  to  California 
little  interested  in  slavery? 

5.  Why  were  the  northern  states  as  eager  to  gain  Cali- 
fornia for  a  free  state  as  the  southern  states  were  to  have  it  a 
slave  state? 

6.  Name  the  great  leaders  in  Congress  at  that  time. 

7.  Be  able  to  describe  some  of  the  scenes  in  Congress  during 
the  series  of  debates  over  the  admission  of  California. 

8.  What  were  the  provisions  of  the  Compromise  of  1850, 
and  whose  efforts  secured  its  passage  by  Congress  ? 

Possible  References :  Mace's  "  School  History  of  the  United 
States"  (pp.  310-318). 


An  Expository  Lesson  187 

Beard-Bagley,  "  The  History  of  the  American  People," 
Chap.  XXI. 

//  or  Average  Assignment  (written  work). 

9.  Try  to  arrange  the  provisions  of  this  Compromise  to  show 
those  which  favored  the  North,  and  those  which  favored  the 
South ;  or, 

Complete  the  map  begun  during  yesterday's  study  period. 
///  or  Maximum  Assignment. 

10.  Which  one  of  the  provisions  of  the  Compromise  of  1850 
do  you  think  met  with  the  most  bitter  opposition  in  the  North, 
and  why  ?     (Write  on  the  board  your  answer  to  this  question.) 

Verification.  —  A  few  moments  devoted  to  determining 
the  opinion  of  the  pupils  who  had  reached  the  maximum 
assignment  will  aid  in  directing  the  attention  of  the  entire 
class  to  the  fact  that  the  effects  of  this  Compromise  were  of  such 
a  serious  character  that  it  only  widened  the  breach  between 
the  two  sections  of  the  union.  The  next  lesson  should  deal 
with  these  effects.  This  will  require  a  study  of  such  topics  as 
The  Fugitive  Slave  Law  ;  The  Personal  Liberty  Bills  ;  "  The 
Underground  Railroad  "  ;   "  Uncle  Tom's  Cabin,"  etc. 

This  unit  of  instruction  will  be  satisfactorily  completed  only 
when  a  thorough  study  has  been  made  of  such  topics  as 
the  following : 

The  Kansas-Nebraska  Bill. 

The  struggle  between  the  free  and  slave  states  over  the 
settlement  of  Kansas. 

The  effects  of  John  Brown's  raids. 

The  Dred  Scott  case. 

Lincoln's  election  and  Buchanan's  attitude. 

The  attempts  at  conciliation. 

The  secession  of  South  Carolina  and  other  southern  states. 


1 88  Supervised  Study  in  History 

At  the  end  of  the  study  of  this  question  a  lesson  should 
be  given  on  the  great  leaders  for  and  against  slavery.  Many 
facts  will  be  reviewed  in  this  way,  beside  giving  the  pupils  an 
opportunity  to  realize  that  this  great  problem  aroused  the 
citizens  of  that  period  in  the  same  way  as  present-day  events 
affect  the  citizens  of  to-day.^ 

1  For  the  study  of  the  slavery  question  the  author  has  found  no  text  which 
equals  that  of  "The  History  of  the  American  People"  by  Beard-Bagley. 
Teachers  will  find  Chap.  XXI  extremely  helpful  because  of  its  excellent 
organization  of  the  events  connected  with  the  history  of  the  great  slavery 
movement. 


CHAPTER  NINE 
XJNIT  OF  INSTRUCTION  X.  —  THE   CIVIL  WAR 

General  Statement  Concerning  Unit  of  Instruction  X.  — 

It  is  very  easy  to  spend  more  time  than  is  necessary  in  study- 
ing the  events  outlined  under  this  unit  of  instruction.  With 
few  exceptions,  the  study  of  campaigns  and  battles  should  be 
avoided.  If  pupils  show  any  interest  in  gaining  information 
upon  these  points,  material  for  maximum  assignments  or  out- 
side reading  should  be  placed  at  their  disposal. 

The  essential  points  which  should  be  given  consideration 
may  be  summed  up  in  the  topics  outlined  under  this  unit  (see 
pages  22-23).  In  studying  the  causes  of  this  war,  great 
care  should  be  taken  to  prevent  pupils  from  drawing  the 
erroneous  conclusion  that  it  was  caused  entirely  by  the 
slavery  dispute. 

The  systematic  study  of  unit  of  instruction  IX,  culminating 
in  the  secession  of  the  southern  states,  wiU  give  the  teacher 
an  opportunity  to  make  sure  that  the  pupils  have  the  right  im- 
pression concerning  this  point.  At  all  times,  avoid  impressing 
one's  personal  viewpoint  upon  the  minds  of  the  pupOs.  The 
great  impressions  to  leave  with  them  are  those  to  be  gained 
by  the  pupils  themselves  through  the  kind  of  instruction  given 
during  the  study  of  some  of  the  most  important  events  of  that 
time. 

Particular  attention  should  be  given  to  the  cost  of  the  war, 
in  order  to  realize  the  great  loss  of  properly  and  life,  as  well 

189 


igo  Supervised  Study  in  History 

as  the  debts  incurred  by  both  sections.  The  results  of  the  war, 
if  given  proper  consideration,  will  prepare  the  pupils  to  under- 
take the  study  of  the  conditions  existing  in  the  South  at  the 
close  of  the  war.  This  topic  will  be  given  special  considera- 
tion when  pupils  begin  the  study  of  the  "  Period  of  Reconstruc- 
tion." 

LESSON  XXV 
UNIT  OF  INSTRUCTION  X.  — THE   CIVIL  WAR 
Grade,  —  Eight  B  Time,  90  minutes 

Lesson  Type.  —  A  Socialized  and  Inductive  Lesson 

Time  Schedule 

The  Review 25  min. 

The  Assignment 25  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  effects  of  the  battle 
between  the  Monitor  and  the  Merrimac : 

1.  Upon  both  the  North  and  the  South  at  that  time. 

2.  Upon  modern  naval  warfare. 

Method.  How  to  prepare  for  the  review.  At  the  close  of 
the  previous  day's  lesson  upon  this  topic  give  the  directions 
for  this  review.  In  order  to  arouse  their  interest  and  enthusi- 
asm, give  the  pupils  something  to  look  forward  to  in  the 
next  lesson  by  telling  them  how  the  review  will  be  con- 
ducted. They  will  then  be  eager  to  do  outside  reading,  in 
order  to  become  informed  concerning  the  topics  to  be  discussed 


A  Socialized  and  Inductive  Lesson  191 

during  the  review  upon  the  following  day.  Ask  how  many 
in  the  first  row  care  to  volunteer  to  be  responsible  for  a 
part  of  the  review.  It  is  needless  to  say  that,  under  ordi- 
nary conditions,  every  pupil  will  be  anxious  to  have  some 
part  in  this  work.  Give  the  pupils  of  each  row  an  oppor- 
tunity to  volunteer  in  the  same  way.  Then  write  upon 
the  board : 

Row  I.  — Important  facts  about  the  battle  between  the 
Monitor  and  the  Merrimac. 

Row  2.  — The  effects  of  the  battle  upon  both  the  North 
and  the  South. 

Row  3.  —  Biographical  sketch  of  the  life  of  John  Ericsson. 

Row  4.  —  Pictures  and  brief  accounts  from  old  newspapers 
or  magazine  articles. 

Row  5.  — The  effect  of  the  battle  between  the  Monitor  and 
the  Merrimac  upon  future  naval  warfare. 

Row  6.  —  Modern  naval  warfare.  (To  be  illustrated  by 
pictures  ;  reference  to  magazine  articles  ;  newspaper  clippings, 
or  accounts  of  experiences  of  friends.) 

Urge  pupils  who  have  any  material  which  may  be  con- 
tributed to  others  responsible  for  any  of  these  topics,  to  give 
any  assistance  possible  in  collecting  information.  In  work  of 
this  kind,  teachers  will  find  advantage  in  having  the  pupils 
seated  according  to  ability,  as  previously  explained.  It  will 
then  be  a  simple  matter  to  regulate  the  assignment  of  such 
topics  as  the  above.  The  more  difficult  topics  may  be  given 
to  pupils  of  the  average  and  superior  groups,  while  the  others 
may  be  prepared  by  the  weaker  ones.  Since  the  pupils 
themselves  are  unconscious  of  this  grouping,  each  will  feel 
his  personal  responsibility  toward  the  success  of  the  lesson, 
without  realizing  that  any  distinction  has  purposivcly  been 


192  Supervised  Study  in  History 

made  to  fit  the  ability  of  each  group.  An  invitation  to  a 
teacher  and  class  of  a  similar  or  lower  grade  will  do  much 
to  stimulate  pupils  to  give  their  best  efforts. 

How  to  conduct  the  review.  The  topic  for  which  each 
row  is  responsible  should  be  written  upon  the  board  in  the  same 
form  as  at  the  close  of  the  lesson  of  the  previous  day.  Permit 
the  pupils  to  elect  a  conductor  of  the  lesson.  The  teacher 
should  then  appoint  three  judges.  The  conductor  should  begin 
the  lesson  by  very  briefly  explaining  upon  what  the  review  is  to 
be  based.  He  should  also  call  attention  to  the  topics  upon  the 
board,  and  the  row  responsible  for  each  topic.  The  first  row 
should  then  be  called  upon  by  the  conductor.  These  pupils 
should  pass  to  the  front  of  the  room,  and,  in  turn,  contribute 
facts  considered  important  by  each  one.  The  teacher  may 
need  to  aid  the  conductor  at  certain  points.  In  order  to  give 
all  an  opportunity  to  make  a  single  important  statement, 
each  should  be  called  upon  in  turn  by  the  conductor.  One 
pupil  should  then  be  selected  to  give  a  complete  dissertation 
upon  the  topic. 

The  time-keeper  should  apportion  the  time  among  the  dif- 
ferent rows,  and  call  "  time  "  when  each  row  has  had  its 
allotted  portion.  The  second  row  then  should  pass  to  the 
front  while  the  pupils  in  the  first  row  take  their  seats.  In 
this  way  no  time  is  lost.  A  few  moments  devoted  to  the 
organization  of  such  details,  before  the  work  actually  begins, 
saves  much  time.  This  has  a  great  effect  upon  the  discipline 
and  class  spirit. 

The  review  should  close  with  the  reports  given  by  the  three 
judges  who  have  been  responsible  for  noting  any  inaccuracy. 
Each  judge  should  also  be  allowed  to  make  any  contribution 
upon  the  topic  for  which  he  was  also  responsible.     These 


A  Socialized  and  hiductive  Lessan  193 

judges  should  reach  some  agreement  in  regard  to  which  row 
secured  the  most  information,  and  gave  this  in  the  most 
satisfactory  manner. 

Although  the  teacher's  part  in  a  lesson  of  this  kind  appears 
to  be  very  far  from  prominent  (which  is  as  it  should  be),  the 
closest  kind  of  supervision  is  necessary.  There  will  be  many 
places  throughout  the  lesson  where  guidance,  by  means  of 
directions,  suggestions,  and  questions,  is  essential  to  the  real 
success  of  such  work.  In  this  way  only  may  results  be  secured 
which  are  valuable  in  the  formation  of  right  habits  of  thought 
and  action. 

The  Assignment.  —  i.  Explanation  necessary  in  studying 
about  the  emancipation  of  the  slaves. 

2.  The  problem  for  consideration :  How  was  the  slavery 
question  finally  settled  ? 

3.  References  pertaining  to  the  problem  found  by  the  class. 
Explanation  necessary  in   studying  about  the  emancipation 

of  the  slaves.  The  brief  time  -for  this  explanation  might 
be  devoted  to  a  review  of  the  slavery  situation  at  the  beginning 
of  the  war,  and  Lincoln's  personal  views  upon  the  matter. 
Tell  the  class  that  this  great  question,  which  had  been  so 
bitterly  contested,  was  at  last  settled  by  the  President.  Ques- 
tion the  pupils  to  sec  if  they  can  tell  why  former  presidents 
had  not  settled  this  matter,  if  Lincoln  had  the  authority  to 
do  so.  Refer  to  the  Constitution  to  see  if  any  mention  is  made 
there  of  such  power.  Any  facts  concerning  the  eniamipation 
of  the  slaves  which  the  pupils  will  find  for  themselves  during 
the  study  period  should  be  avoided  by  the  teacher.  Only 
the  most  general  statements  should  be  made  here  in  order  to 
help  the  pupils  reali/e  tliat  they  are  to  find  How  the  ques- 
tion of  slavery  was  finally  settled. 


194  Supervised  Study  in  History 

The  problem  for  consideration.  After  the  problem: 
How  was  the  slavery  question  finally  settled?  has  been 
determined  by  the  class,  it  should  be  written  upon  the  board. 
Now  ask  the  pupils  how  many  know  some  fact  about  the  way 
in  which  Lincoln  succeeded  in  settling  this  question.  There 
are  usually  a  few  members  in  every  class  who  will  have  dis- 
covered something  upon  this  question.  If  such  terms  as 
"  emancipation  "  and  "  proclamation  "  are  given  by  the  pupils, 
they  should  be  written  upon  the  board.  Dictionaries  need  to 
be  consulted,  and  the  meaning  of  each  word  thoroughly  under- 
stood before  any  reference  is  made  to  the  textbooks.  Little 
time,  however,  need  be  spent  in  having  the  pupils  discover 
these  terms.  If  these  words  are  unfamiliar  to  the  pupils,  write 
them  on  the  board,  and  proceed  to  have  the  pupils  determine 
the  meaning  as  mentioned  above. 

References  pertaining  to  the  problem  found  by  the  class. 
Referring  to  Fiske's  "  History  of  the  United  States,"  ^  as  an 
illustration,  direct  the  pupils  to  consult  the  index  for  the  word 
"  emancipation."  They  should  then  read  the  directions 
on  the  board,  under  the  "  Study  of  the  Assignment,"  in  order 
to  determine  what  must  be  done  when  studying  this  question. 

The  Study  of  the  Assignment.  —  /  or  Minimum  Assignment. 

1.  Find  the  reference  given  in  Fiske  concerning  this 
topic  ;  read  this  reference  carefully,  and  then  prepare  at  least 
five  questions  to  cover  all  points  you  consider  important. 

2.  Explain  how  Lincoln  had  the  power  to  free  the  slaves. 

3.  How  many  slaves  were  liberated  as  a  result  of  Lincoln's 
Emancipation  Proclamation?  (See  Montgomery,  ''Leading 
Facts  of  American  History,"  p.  301.) 

^See  also  Beard-Bagley,  "The  History  of  the  American  People,"  Chap. 

xxn. 


A  Socialized  and  Inductive  Lesson  195 

//  or  Average  Assignment. 

4.  Read  the  extract  from  Lincoln's  Emancipation  Proclama- 
tion (Montgomery,  p.  303),  also  the  note  at  the  bottom  of  the 
page ;  then  in  a  brief  paragraph  state  your  personal  opinion 
concerning  this  act. 

///  or  Maximufn  Assignment. 

5.  Not  all  the  slave  states  seceded  from  the  union.  Since 
the  Emancipation  Proclamation  liberated  only  the  slaves  in 
the  seceded  states,  what  had  to  be  done  to  extend  this  freedom 
to  all  slaves?     (State  source  of  your  information.) 

Verification.  —  The  thirteenth  amendment  will  be  referred 
to  again  in  the  consideration  of  a  later  problem.  It  must  be 
discovered  here,  however,  as  a  final  chapter  to  the  study  of  this 
great  question  which  has  required  so  many  lessons.  Close  this 
lesson  by  directing  the  pupils  to  turn  to  the  thirteenth  amend- 
ment to  the  Constitution,  have  this  read,  and  its  meaning 
very  briefly  discussed.  Dismiss  the  class  with  the  feeling 
that  they  have  completed  a  good  piece  of  work,  as  far  as  the 
question  of  slavery  is  concerned.  The  Civil  War,  however, 
requires  further  study,  and  as  many  lessons  as  seem  necessary 
should  be  devoted  to  the  topics  outlined  under  unit  of  in- 
struction X. 


CHAPTER  TEN 
A  RED  LETTER  DAY  PROGRAM 

The  final  lessons  upon  unit  of  instruction  X  should  include 
a  Red  Letter  Day  Lesson.  An  excellent  opportunity  for  such 
a  lesson  is  found  in  many  of  the  interesting  accounts  written 
about  the  great  heroes  or  leaders  of  the  Civil  War.  Pupils 
derive  greater  benefit  from  a  class  exercise  of  this  character 
than  could  possibly  be  gained  from  many  lessons  based  upon 
the  detailed  study  of  campaigns. 

The  program  submitted  here  is  illustrative  of  the  possibilities 
open  to  every  teacher  who  attempts  supervised  study.  It  is 
so  suggestive  that  it  needs  little  explanation.  Much  credit, 
however,  is  due  to  the  teacher  under  whose  supervision  it  was 
prepared  and  conducted.  The  real  enjoyment  and  interest 
which  were  so  apparent  throughout  the  lesson,  could  not  fail 
to  convince  an  observer  that  these  boys  and  girls  were  receiv- 
ing a  kind  of  training  which  is  influential  in  producing  citizens 
who  will  become  leaders  in  any  community.  There  was  no 
question  about  the  extent  of  information  and  the  effort  put 
forth  in  collecting  the  data  for  this  lesson. 

One  thing  which  was  of  particular  interest  was  the  way  in 
which  each  member  of  the  class  felt  a  personal  responsibility 
toward  the  success  of  the  lesson.  This  was  demonstrated 
when  a  pupil  who  was  called  upon  prefaced  his  contribution 
by  telling  the  class  that  the  main  point  in  his  report  had  been 

196 


A  Red  Letter  Day  Program  197 

given  by  another  pupil.  He  briefly  stated  what  this  point 
was,  and  then  asked  permission  to  give  a  report  upon  an 
incident  which  he  had  found  most  interesting  in  the  biography 
of  Robert  E.  Lee.  The  report  which  followed  was  both 
interesting  and  instructive,  but  it  proved  that  this  boy  was 
capable  of  doing  something  much  greater  than  give  an  inter- 
esting report,  —  he  was  able  successfully  to  meet  an  emer- 
gency. 

A    RED    LETTER    DAY    PROGRAM    ON    GR.\NT   AND    LEE 

Given  by  an  Eight  B  Class,  of  the  Washington 
Junior  High  School,  Rochester,  N .  Y. 

Teacher,  —  Miss  Carrie  M.  Graham 
I.     Meaning  of  this  Red  Letter  Day. 

(Given  by  the  Class  Conductor.) 
II.     Lee's  Surrender  to  Grant. 
(Illustrated  by  a  map  quickly  drawn  on  the  board.) 

III.  Brief  biographic  sketch  of  U.  S.  Grant. 

IV.  Stories  about  Grant. 

V.     Famous  sayings  of  General  Grant. 

(Two  pupils.) 
VI.     Letters  written  by  and  to  General  Grant. 
VII.     More  about  Grant. 

(Three  pupils.) 
VIII.     Brief  biographic  sketch  of  Robert  E.  Lee. 
IX.     Stories  about  Lee. 
X.     Comparison  of  Washington  and  Lee. 
XI.     More  about  Lee. 
XII.     Comparison  of  Lee  and  Grant. 
(Two  pupils.) 


198  Supervised  Study  in  History 

XIII.  Contrast  in  personal  appearance  of  Grant  and  Lee 

after  Lee's  Surrender. 

XIV.  My  opinion  of  these  great  generals. 
XV.     Current  Events : 

1.  Confederate  Reunion  at  Washington. 

2.  Confederates  reviewed  by  President  Wilson  in  the 

"  Grand  Parade." 

References  Consulted.  —  Sources  of  Information 

1.  "Ulysses     Grant"  —  Four    American    Patriots,     by 
Burton. 

2.  "  Robert    E.    Lee  "  —  Instructor    Literature    Series, 
Owen  Publishing  Co. 

3.  Three  Letters  written  to  and  by  Grant  —  Taken  from 
"  Robert  E.  Lee,"  Standard  Dictionary  of  Facts. 

4.  "  Brief    Biographic    Sketches    of    Grant    and    Lee." 
Eggleston. 

5.  "Famous  Sayings  of  Grant" — Outline  in  History, 
Bacon  &  Vincent,  Publishers. 

6.  Comparison  of  Grant  and  Lee.     Woodburn  &  Moran. 

7.  Lee's  Surrender.     Mace  and  Woodburn  &  Moran. 

8.  Current  Events.     (Local  papers.) 

9.  "  On  the  Trail  of  Grant  and  Lee."    Hill. 

10.  "Robert  E.  Lee  "  and  "  U.  S.  Grant  "  —  True  Stories  of 
Great  Americans,  Macmillan. 

11.  "Exciting  Experiences  in  American  History."     (Pam- 
phlet.) 

12.  "  Book  of  Presidents." 


PART   TWO 
FOURTH   SECTION  — EIGHT  A   GRADE 


CHAPTER  ELEVEN 

GENERAL     STATEMENT      CONCERNING     THE      SUBJECT 
MATTER  TO   BE   STUDIED   IN  THE  EIGHT  A   GR.\DE 

The  completion  of  the  study  of  the  Civil  War  and  its  results 
terminates  the  work  to  be  accomplished  by  pupils  of  an 
Eight  B  Grade  during  a  period  of  twenty  weeks.  Assuming 
that  the  study  of  elementary  American  history  extends  only 
through  the  Eighth  Grade,  the  portion  which  must  receive 
the  attention  of  Eight  A  pupils  will  necessarily  be  such  events 
as  are  of  greatest  importance  from  the  Civil  War  to  the  present 
time. 

The  topics  noted  under  units  of  instruction  XI,  XII,  XIII, 
and  XIV  (see  pages  23-25)  illustrate  those  which  will  leave 
with  the  pupils  the  most  vivid  impressions  of  conditions  influ- 
encing the  development  of  our  nation  during  the  period  cover- 
ing the  last  fifty  years  of  our  history.  If  a  careful  study  is  made 
of  the  topics  listed  under  each  one  of  these  units  of  instruction, 
it  will  be  evident  that  many  minor  topics  either  must  be  given 
slight  consideration  or  omitted  entirely.  They  may  well  be 
omitted  if,  by  so  doing,  more  accurate  knowledge  and  better 
understanding  result  from  the  detailed  study  of  those  topics 
of  greater  importance. 

By  referring  again  to  the  topics  contained  under  each  unit 
of  instruction  mentioned  above,  it  will  be  evident  also  that 
there  is  no  provision  made  for  associating  the  events  with  the 


202  Supervised  Study  in  History 

administration  of  the  president  during  whose  term  of  office 
such  events  took  place.  Many  teachers  who  have  con- 
scientiously taught  all  the  events  related  in  the  text- 
book, under  each  administration,  will,  no  doubt,  feel  that 
pupils  cannot  be  well  informed  unless  each  event  has 
been  mentioned.  Much  depends  upon  the  teacher's  con- 
ception of  what  he  hopes  to  accomplish  with  a  group 
of  children  during  a  definite  period.  The  character  of 
the  work  required  will  be  greatly  influenced  by  the  scope 
of  vision  of  each  teacher.  Pupils  may  show  great  skill 
in  memorizing  facts,  and  still  have  a  very  poor  under- 
standing of  history  as  a  subject. 

Those  teachers  who  have  required  pupils  to  study  history  by 
administrations  may  recall  many  occasions  when  they  were 
completely  discouraged  because  their  pupils  seemed  to  be 
unable  to  remember  whether  the  telegraph  was  invented 
during  Harrison  and  Tyler's  administration,  or  that  of  James 
K.  Polk  (or  many  similar  instances).  Do  not  such  conditions, 
therefore,  result  from  the  fact  that  a  wrong  emphasis  has 
been  placed  upon  what  is  important?  By  such  methods, 
the  knowledge  of  events  is  no  longer  the  means  toward 
a  better  understanding  of  history,  but  has  become  the  end. 
These  events  are  thus  looked  upon  as  an  endless  number  of 
isolated  facts,  in  which  the  pupils  frequently  have  little 
interest.  Under  such  conditions,  should  teachers  expect 
pupils  to  be  able  to  retain  all  these  facts?  When  ques- 
tions are  asked  which  require  more  than  the  retention 
of  facts,  it  is  not  difficult  to  demonstrate  how  very  little 
pupils  really  know.  Even  those  who  have  been  considered 
the  brightest  pupils  often  fail  when  given  some  question 
requiring  reasoning  or  judgment. 


General  Statement  Concerning  Subject  Matter     203 

This  matter  is  easily  settled  when  we  pause  to  consider 
what  our  real  aim  in  teaching  any  subject  must  be.  Teachers 
who  have  a  keen  sense  of  their  responsibility  realize  that  it 
all  depends  on  whether  one  considers  teaching  boys  and  girls 
more  important  than  teaching  a  countless  number  of  facts,  with 
httle  or  no  regard  to  the  circumstances  under  which  such 
facts  became  history.  All  those  who  are  instilled  with  the 
former  desire  will  not  hesitate  to  eliminate  anything  which 
tends  to  defeat  this  great  purpose. 

The  Evaluation  of  the  Subject  Matter  for  an  Eight  A  Grade. 
—  Units  of  instruction  XI-XIV  inclusive  should  be  taught 
during  the  latter  half  of  the  Eighth  year.  The  length  of  time 
to  be  devoted  to  the  study  of  each  unit  will  depend  largely 
upon  the  amount  of  detail  required  in  studying  each  topic. 
Approximately  one-fourth  of  the  time  might  be  spent  upon 
each  unit.  Teachers  should  use  their  own  discretion  in 
this  matter,  however,  as  some  classes  require  more  time  than 
others  for  the  completion  of  a  certain  portion  of  subject 
matter.  Unit  of  instruction  XII  requires  careful  research  and 
organization,  and  affords  an  excellent  opportunity  for  the 
collection  of  a  great  deal  of  illustrative  material. 

Unit  of  instruction  XIV  may  look  very  uninteresting  and 
formidable  when  viewed  in  an  abstract  way.  It  may,  how- 
ever, be  made  as  interesting  and  enjoyable  as  any  work  done 
in  history,  if  taught  by  considering  each  topic  as  a  present- 
day  problem.  This  means  that  each  problem  must  be 
closely  related  to  current  events. 

Conditions  Requiring  Special  Consideration.  —  Reference 
to  the  suggestions  and  directions  embodied  in  all  previous 
lessons  outlined  in  this  manual  will  be  of  benefit  here.  The 
suggestions  upon  the  method  of  procedure  during  the  review 


204  Supervised  Study  in  History 

will  be  found  to  be  even  more  successful  with  Eight  A  pupils 
than  with  those  of  previous  grades.  The  ability  of  these 
children  to  assume  responsibiUty,  exercise  initiative,  and 
accomplish  research  work  of  a  more  difficult  character,  de- 
mands that  provision  must  be  made  to  meet  the  needs  in  this 
grade.  If  instruction  has  been  given  along  the  lines  of  super- 
vised study  in  each  of  the  three  grades  preceding  the  Eight  A 
Grade,  the  power  gained  by  these  pupils  will  be  of  great  ad- 
vantage in  encountering  the  situations  which  arise  as  the 
work  of  the  semester  progresses. 

The  statements  which  have  been  made  in  regard  to  review- 
ing the  work  of  the  previous  semester  apply  to  this  grade  as 
well  as  to  any  other.  (See  pages  96-97.)  Many  points, 
however,  which  are  outlined  under  unit  of  instruction  XIV, 
require  a  consideration  of  conditions  as  far  back  as  colonial 
times,  or  the  time  when  our  republican  form  of  government 
was  first  established.  The  training  given  pupils  in  the  Eight 
B  Grade,  through  the  study  of  the  growth  of  slavery,  will  be 
of  special  value  in  tracing  the  development  of  such  questions 
as  "  Transportation  "  ;  "  The  history  of  the  tariff  question  "  ; 
or  "  The  system  of  banking  controlled  by  our  government  at 
the  present  time." 

LESSON  XXVI 
THE    INSPIRATIONAL    PREVIEW 

Grade  —  Eight  A 

The  Nature  of  this  Preview.  —  By  referring  to  Lesson  I, 
it  will  be  apparent  that  the  suggestions  made  there  are  of  a 
general  character.  These  are  all  of  importance  in  any  lesson 
of  this  type   given  to  a  new  class  at  the  beginning  of  the 


The  Inspirational  Preview  205 

semester.  Some  of  the  specific  points  pertaining  to  the  par- 
ticular subject  matter  to  be  taught  in  this  grade  may,  how- 
ever, be  more  definitely  explained  by  means  of  a  concrete 
illustration  of  the  method  of  procedure  advisable  in  giving  a 
preview  of  the  course  to  an  Eight  A  Grade. 

Method  of  Procedure.  —  Begin  this  lesson  by  referring  to 
the  Civil  War.  Briefly  discuss  with  the  pupils  the  results  of 
this  war.  Allow  several  pupils  to  state  what  each  considers 
the  most  important  thing  to  be  accomplished  now  that  the 
study  of  the  war  is  ended.  Tell  them  that  their  work  for  the 
present  semester  will  begin  with  a  consideration  of  conditions 
existing  in  the  North  and  in  the  South  directly  following  the 
close  of  the  war.  Ask  which  section  of  the  country  suffered  the 
most  severe  losses  and  why.  Refer  to  the  ordinances  of  seces- 
sion passed  by  eleven  of  the  southern  states,  and  help  the  pupils 
to  realize  the  effect  that  these  ordinances  had  upon  the  repre- 
sentation of  these  states  in  Congress.  In  this  way,  it  will  be 
made  clear  to  the  class  that  the  people  of  each  section  had 
many  and  serious  problems  to  solve.  Tell  them  that  their 
first  lessons  will  help  them  to  find  out  what  these  problems 
were  and  how  they  were  solved  by  the  people  of  that  time. 
Encourage  the  pupils  to  suggest  a  title  for  the  first  lessons  to 
be  studied.  Such  titles  as  "  Rebuilding  the  nation,"  "  Con- 
ditions in  the  North  and  in  the  South  after  the  Civil  War," 
"  Reorganizing  the  seceded  states,"  or  similar  topics,  possibly 
may  be  given  by  the  pupils.  These  should  be  written  on  the 
board  as  each  is  suggested. 

Now  very  briefly  mention  any  facts  pertaining  to  this  first 
unit  of  instruction  to  be  studied  (sec  unit  of  instruction  XI), 
which  will  arou.se  the  interest  of  the  pupils.  Do  not  relate 
these  facts,  —  merely  mention  them  in  order  to  help  the  pupils 


2o6  Supervised  Study  in  History 

realize  some  of  the  interesting  things  in  store  for  them.  Pic- 
tures of  the  Ku  Klux  Klan ;  scenes  in  some  of  the  southern 
legislatures  during  the  period  of  "  carpet-bag  "  government; 
pictures  of  certain  leaders ;  or  very  brief  remarks  concerning 
any  of  the  events  of  the  times,  should  be  sufficient  to  give  the 
pupils  a  general  idea  of  some  of  the  principal  points  worthy  of 
consideration. 

Refer  to  the  great  points  kept  constantly  in  mind  during 
the  study  of  the  events  taught  in  each  preceding  grade.  These 
were : 

1.  The  development  of  civilization.  —  Seven  B  Grade. 

2.  The  development  of  democratic  government.  —  Seven  A 
Grade. 

3.  The  development  of  slavery  and  secession. — Eight  B 
Grade. 

Now  inform  the  class  that  the  point  for  special  consideration 
throughout  the  work  of  the  Eight  A  Grade  will  be  The  gen- 
eral development  of  the  nation.  This  must  be  done  through 
the  study  of  certain  topics.  See  if  the  pupils  can  suggest 
any  of  the  particular  lines  which  seem  to  require  special  con- 
sideration. Use  any  topics  which  they  may  suggest,  in  order 
to  outline  briefly  the  following  points  : 

THE  GENERAL  DEVELOPMENT  OF  THE  NATION  THROUGH, — 

1.  The  reconstruction  of  state  and  national  governments 
(vmit  of  instruction  XI). 

2.  Transportation  and  communication  (unit  of  instruc- 
tion XII). 

3.  Territorial  expansion  (unit  of  instruction  XIII). 

4.  National  issues:   (unit  of  instruction  XIV). 
Tariff. 


The  Inspirational  Preview  207 

Banks, 
Trusts. 
Interstate  commerce,  etc. 

It  will  not  be  necessary  to  attempt  to  give  all  of  these  topics 
at  this  time.  The  more  important  ones  should  be  suggested, 
however,  in  order  that  pupils  may  have  an  idea  of  the  scope  of 
the  work. 

Explanation  of  How  to  Secure  Valuable  Material  Pertaining 
to  These  Topics.  —  If  systematic  work  has  been  done  during 
the  study  of  current  events  in  previous  grades,  the  pupils  will 
be  greatly  interested  in  the  directions  given  here,  and  will 
know  how  to  go  about  securing  material.  If,  however,  such 
instruction  has  not  been  given,  great  care  should  be  exercised 
in  explaining  how  this  is  to  be  done. 

A  plan  similar  to  that  outlined  under  Current  Events  for 
Eight  B  pupils  (pages  1 64-1 71)  might  be  utilized  to  great 
advantage  here.  Tell  the  class  that  because  it  is  difficult  to 
find  sufficient  material  in  the  textbooks,  and  since  many  of  the 
questions  to  be  studied  are  of  vital  interest  at  the  present  time, 
much  valuable  information  may  be  secured  by  saving  any 
articles  found  in  magazines  or  newspapers.  Now  distribute 
several  envelopes  to  each  pupil.  Each  envelope  should  be 
given  a  separate  label.  One  might  be  used  for  filing  all 
clippings  relating  to  the  question  of  "  Tarifif  " ;  another  for 
"  Trusts  "  ;  a  third  could  be  labeled  "  Banks,"  while  another 
might  be  used  for  such  topics  as  "  Civil  Service  and  Inter- 
state Commerce."  Topics  which  will  not  be  given  a  great 
amount  of  detailed  study  may  be  combined  in  this  way.  One 
envelope  thus  serves  as  a  file  for  both.  An  envelope  labeled 
"  Transportation  and  Communication  "  should  be  used  for 


2o8  Supervised  Study  in  History 

filing  all  pictures  which  may  be  used  as  illustrative  material 
to  be  pasted  in  the  notebooks,  when  subject  matter  relating 
to  this  topic  is  studied. 

The  same  simple  system  for  filing  these  clippings  may  be 
employed  as  explained  in  the  directions  for  filing  current-events 
clippings  (see  pages  168-169).  These  directions  should  not 
be  given  in  detail  in  this  lesson,  but  should  be  deferred  until 
pupils  have  had  time  to  collect  material  pertaining  to  these 
topics. 

Make  the  purpose  of  collecting  this  material  very  clear 
to  the  pupils.  It  will  serve  as  an  incentive  for  the  best 
effort.  A  great  deal  of  enthusiasm  will  be  aroused  if  a  spirit 
of  contest  is  allowed  to  enter  into  the  collection  of  such  illus- 
trative material.  Organize  the  class  into  two  separate  teams, 
boys  in  one  team  and  girls  in  another,  if  the  number  is  ap- 
proximately the  same ;  or,  if  a  teacher  has  more  than  one 
Eight  A  Grade,  one  section  might  be  allowed  to  compete  with 
another.  Prizes  are  unnecessary.  The  pupils  who  accom- 
plish the  most  in  this  work  will  be  thoroughly  pleased  and 
satisfied  if  their  notebooks,  when  completed,  are  placed  upon 
exhibit  in  the  classroom,  and  invitations  extended  to  pupils 
and  teachers  of  the  History  Department,  or  to  the  entire 
school,  to  inspect  this  work.  This  is  a  reward  of  merit  which 
is  as  greatly  appreciated  by  the  pupils  as  the  winning  of  a  prize. 
Recognition  of  achievement  is  one  of  the  highest  rewards  of 
personal  endeavor  in  all  walks  of  life.  There  seems  to  be 
no  better  way  to  impress  this  fact  upon  pupils  than  to 
provide  situations  wherein  actual  experience  becomes  the 
teacher. 

Conclude  this  lesson  by  calling  upon  several  pupils  to  read 
the  topics  written  upon  the  several  envelopes  which  have  been 


The  Inspirational  Preview  209 

prepared.  This  should  be  done  in  order  to  see  that  all  pupils 
have  made  the  proper  provision  for  each  topic.  Then  ask 
some  pupil  to  explain  the  use  to  be  made  of  the  clippings 
filed  in  each  envelope.  Another  pupil  might  briefly  state  the 
principal  topics  or  questions  to  be  given  special  consideration 
during  the  semester.  Dismiss  the  class  after  referring  again 
to  the  condition  existing  in  the  South  at  the  close  of  the  Civil 
War,  and  urging  each  to  be  ready  to  suggest  some  of  the  great 
problems  which  confronted  both  the  North  and  the  South 
as  a  result  of  the  war. 

Results  of  this  Type  of  Lesson.  —  The  simple  plan  de- 
scribed above  was  employed  by  the  author  with  several 
Eight  A  classes.  The  enthusiasm  it  created  resulted  in 
a  far  greater  amount  of  information  and  a  more  accurate 
knowledge  of  these  questions  being  obtained  by  the  pupils 
than  had  ever  been  secured  previous  to  the  adoption  of  this 
plan.     It  served  a  threefold  purpose  : 

1.  It  created  enthusiasm  and  aroused  interest  in  studying 
topics  generally  considered  uninteresting  and  difficult  to 
understand. 

2.  It  served  as  an  excellent  means  of  stimulating  thought 
upon  some  of  the  great  questions  of  the  day. 

3.  It  made  the  boys  and  girls  intelligent  concerning  many 
national  issues  of  the  past  and  present. 

This  was  a  part  of  the  work  required  in  current  events,  as 
well  as  in  history,  and  demonstrates  how  much  the  one 
may  aid  in  understanding  the  other.  The  habit  of  reading 
newspapers  and  magazines,  which  was  developed  in  this  way, 
will  be  invaluable  throughout  the  lives  of  these  boys  and  girls. 
It  was  also  interesting  and  gratifying  to  see  the  v/ay  the  pui)ils 
carried  the  interest  in  this  work  into  the  homes.     Some  i)upils 


2IO  Supervised  Study  in  History 

enlisted  the  aid  of  tlieir  older  brothers  and  sisters  in  helping 
them  to  secure  articles  upon  certain  topics.  One  girl's  uncle 
subscribed  for  the  "  Outlook  "  for  her.  American  newspapers 
and  magazines  were  purchased  in  many  homes  where  formerly 
foreign  papers  only  were  found.  Less  fortunate  pupils  re- 
mained after  school  at  night,  in  order  to  ask  permission  to 
have  the  morning  paper,  which  was  always  placed  upon  the 
reading  table  for  the  benefit  of  the  class.  The  few  moments 
before  the  final  bell  in  the  morning  or  at  noon  were  very 
frequently  spent  in  "  trading  "  clippings,  which  seemed  to  be 
valued  as  highly  as  some  of  the  most  treasured  possessions 
The  teacher  derived  as  much  pleasure  and  benefit  from 
this  work  as  the  pupils,  and  all  were  sorry  to  have  the 
semester  end.  The  chief  reason  why  the  pupils  seemed  so 
enthusiastic  over  this  plan  was  because  they  really  did  the 
work  themselves. 

The  actual  teaching  of  these  topics  was  very  greatly  sim- 
plified. Long  before  the  time  arrived  to  make  a  sys- 
tematic study  of  a  certain  topic,  the  pupils  had  been  made 
conscious  of  some  of  the  questions  requiring  research  and 
study,  because  they  had  been  on  the  alert  to  discover  clip- 
pings upon  the  topics  written  on  each  envelope.  After  the 
systematic  study  of  each  topic  had  been  completed  all  clip- 
pings collected  were  pasted  in  the  notebooks  following  the 
notes  upon  each  one.  This  made  excellent  material  for 
future  reference. 


How  to  Study  Lesson  211 

LESSON  XXVII 

UNIT    OF    INSTRUCTION    XI.  — THE  PERIOD  OF    RECON- 
STRUCTION 

Grade,  —  Eight  A  Time,  90  minutes 

Lesson  Type.  —  How  to  Study  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment 25  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 10  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  A  general  summary  of 
events  previously  studied  pertaining  to  the  reconstruction  of 
the  southern  states.^ 

Method.  Previous  to  the  entrance  of  the  class,  write 
upon  the  board  a  list  of  the  most  important  questions  relat- 
ing to  these  topics.  Number  the  pupils  by  groups,  each 
group  containing  as  many  pupils  as  there  are  questions  upon 
the  board.  The  fmal  group  may  be  incomplete.  The 
pupils  of  this  group  may  be  numbered  as  far  as  necessary  in 
order  to  give  every  pupil  a  number. 

Direct  the  time-keeper  to  allow  five  minutes  of  the  time  for 

1  It  is  assumed  that  as  many  lessons  have  been  taught  as  seemed  necessary 
to  develop  a  clear  imderstandinK  of  the  affairs  of  vital  interest  to  both  North 
and  South,  during  this  period  of  reconstruction.  These  lessons  should  have 
covered  all  imi)ortant  topics  leading  to  and  including  the  impeachment  of  Presi- 
dent Johnson,  as  well  as  the  amendments  added  to  the  Constitution. 


212  Supervised  Study  in  History 

the  first  part  of  the  review.  This  time  should  be  spent  by 
each  pupil  in  writing  a  complete  answer  to  the  question  cor- 
responding to  his  number.  Sources  of  information  should 
always  be  quoted  in  written  as  well  as  in  oral  recitations. 

At  the  end  of  the  five  minutes,  all  pupils  answering  Ques- 
tion No.  I  should  immediately  stand,  pass  to  the  front  of  the 
room,  and  read  their  answers  in  turn  to  the  other  members 
of  the  class,  when  called  upon  by  the  teacher.  Other  members 
of  the  class  should  be  ready  to  stand,  and  question  or  correct 
any  point  at  the  close  of  the  reading  of  the  last  paper  written 
upon  Question  No.  i.  A  prolonged  period  of  questioning 
is  unnecessary,  as  it  might  prevent  many  pupils  from  reading 
their  papers.  Neither  is  it  necessary  that  these  answers  should 
all  be  read  and  discussed  in  the  order  in  which  they  appear 
upon  the  board.  At  the  close  of  the  discussion  upon  Ques- 
tion No.  I  the  teacher  might  call  No.  5,  or  any  other  number 
in  the  list.  These  pupils  should  then  pass  to  the  front  of 
the  room  while  the  others  are  returning  to  their  seats.  Any 
errors  which  the  pupils  fail  to  detect  should  be  checked 
by  the  teacher.  Topics  which  deserve  further  considera- 
tion should  also  be  noted.  The  following  list  of  questions 
is  typical : 

1.  Make  a  list  of  the  problems,  {a)  in  the  North  ;  {h)  in  the 
South,  which  faced  the  people  at  the  beginning  of  the  period 
of  reconstruction. 

2.  What  steps  had  President  Lincoln  taken  to  readjust 
government  affairs  in  certain  southern  states? 

3.  Explain  President  Johnson's  policy  of  reconstruction, 
and  tell  what  he  did  to  carry  his  plan  into  effect. 

4.  Why  did  Congress  disapprove  of  the  President's 
policy  ? 


How  to  Study  Lesson  213 

5.  What  was  the  purpose  of  the  Civil  Rights  Bill  and  the 
Freedmen's  Bureau?     Explain  each. 

6.  Write  an  account  of  the  dispute  between  Congress  and 
the  President  at  this  time. 

7.  Why  was  President  Johnson  impeached? 

8.  Explain  the  meaning  of  "  impeachment,"  and  give  an 
account  of  the  impeachment  of  President  Johnson. 

9.  Do  you  consider  it  fortunate  or  unfortunate  that  Presi- 
dent Johnson  was  acquitted  by  the  Senate?  Give  reasons 
for  your  answer. 

10.  What  amendments  were  added  to  the  Constitution  to 
protect  the  future  of  the  negroes  ?  Briefly  state  the  provision 
of  each  amendment. 

The  Assignment.  —  i.  Brief  explanation  given  by  the 
teacher. 

2.  The  recognition  and  statement  of  the  problem. 

3.  References  pertaining  to  the  problem  determined,  and  a 
cooperative  assignment  made. 

Brief  explanation  given  by  the  teacher.  Direct  the  atten- 
tion of  the  class  to  the  length  of  time  which  elapsed  while 
these  events  just  related  were  taking  place.  Help  them 
to  realize  that  a  period  of  nearly  fifteen  years  intervened 
from  the  time  of  Lincoln's  Amnesty  Proclamation  until  Presi- 
dent Hayes  removed  the  troops  from  the  South  and  the 
period  of  reconstruction  was  considered  at  an  end.  Now 
refer  again  to  the  condition  existing  in  the  southern  states 
at  the  close  of  the  war,  and  ask  the  pupils  to  attempt  to 
state  the  next  problem  which  must  be  considered  before  we 
can  thoroughly  understand  all  that  "  reconstruction  "  meant. 

The  recognition  and  statement  of  the  problem.  The 
few  statements  and  questions  referred  to  above  will  Icail  the 


214  Supervised  Study  in  History 

pupils  to  realize  that  we  must  now  consider  the  effect  upon  the 
South  during  the  time  that  Congress  and  the  President  were 
disagreeing  over  what  was  to  be  done.  Any  statement  similar 
to  the  following  will  serve  as  a  motive  for  further  study  of  this 
question : 

The  Problem:  What  was  happening  in  the  South  during 
the  period  of  reconstruction  ? 

References  pertaining  to  the  problem  determined,  and  a 
cooperative  assignment  made.  Using  the  following  texts 
as  illustration,  allow  the  pupils  to  consult  the  index  of  each, 
and  determine  the  page  references  which  contain  any  informa- 
tion relating  to  the  problem.  The  title  of  the  book  and  the 
reference  found  in  each  should  be  written  upon  the  board. 

Bassett,  "  The  Plain  Facts  of  American  History,"  pp.  390- 

394- 

Mace,  "  School  History  of  the  United  States,"  pp.  391-394. 

Dickson,  "  American  History  for  Grammar  Schools," 
pp.  460-464. 

After  these  references  have  been  determined,  the  pupils 
should  discover  for  themselves  what  topics  are  to  be  studied. 
Using  Bassett's  text  as  a  reference,  the  title  of  the  chapter 
should  be  read.  All  marginal  notes  should  then  be  given 
attention.  This  might  be  done  by  calling  upon  a  pupil  to 
rise  and  read  the  marginal  notes  found  in  the  chapter.  These 
should  be  written  upon  the  board  by  the  teacher  as  each  is 
read.     They  would  then  appear  as  follows : 

The  Problem :  What  was  happening  in  the  South  during 
the  period  of  reconstruction? 

1.  The  feeling  of  the  South. 

2.  Ku  Klux  Klan: 
a.  Its  origin. 


How  to  Study  Lesson  215 

h.  Its  visits. 
c.   Its  severity. 

3.  Carpet-baggers  and  scalawags. 

4.  Overthrow  of  the  negro  voters. 

Mace's  text  should  next  be  consulted  in  order  to  see  if 
other  topics  might  be  added  to  this  list.  The  pupils  should 
be  encouraged  to  decide  whether  any  topics  should  be  added. 
This  decision  might  result  in  such  topics  as  the  following 
being  selected : 

1.  Negro  rule  in  the  South. 

2.  Results  of  carpet-bag  and  negro  rule. 

3.  The  Fifteenth  Amendment. 

A  brief  glance  at  the  marginal  notes  in  Dickson's  text  will 
result  in  the  possible  selection  of:  i.  MiUtary  rule  in  the 
South.  ("  Legislatures  in  reconstructed  states  "  and  *'  Ex- 
confederates  restored  to  political  rights,  1872,"  should  not  be 
considered  as  additional  topics,  as  the  pupils  will  find  that 
they  coincide  with  topics  already  noted.) 

Now  by  questions  and  suggestions,  the  teacher  and  pupils 
working  together  should  reorganize  the  topics  written  upon  the 
board,  in  order  to  secure  a  more  logical  outline.  This,  when 
completed,  would  resemble  the  following : 

The  Problem :  What  was  happening  in  the  South  during 
the  period  of  reconstruction  ? 

Military  rule  in  the  South.     (D.,  pp.  460-461.) 

The  feeling  of  the  South.     (B.,  p.  392.) 

Negro  rule  in  the  South.     (M.,  pp.  391-392.) 

Carpet-baggers  and  scalawags.     (All  histories.) 

The  results  of  carpet-bag  and  negro  rule.    (M.,  pp.  392- 


3 
4 
5 
393 
6 


The  Ku  Klux  Klan.     (B.,  pp.  390-393  ;  also  M.  &  D.) 


2i6  Supervised  Stiidy  in  History 

7.  The  Fifteenth  Amendment.     (All  histories.) 

8.  Overthrow  of  the  negro  voters.  (B.,  pp.  393-394. 
M.,  p.  394.     D.,  p.  464.) 

The  pupils  are  now  ready  to  study  this  outline. 
The  Study  of  the  Assignment.  —  I  or  Minimum  Assign- 
ment. 

1.  Study  each  topic  in  the  outline  just  completed  in  order 
to  be  able  to  explain  and  discuss  each  point. 

2.  Copy  this  outline  in  your  notebooks. 
//  or  Average  Assignment  (Written  work). 

3.  Copy  the  paragraph  or  part  of  the  paragraph  found  in 
one  of  the  texts  used  in  this  lesson,  which  refers  to  the  "  iron- 
clad oath."     Give  the  author  and  page  reference. 

4.  What  class  of  southern  people  was  seriously  affected  by 
this  law,  and  with  what  results? 

///  or  Maximum  Assignment. 

5.  The  remainder  of  the  period  may  be  spent  in  the  library, 
reading  as  much  as  you  can  from  the  following  references : 

Woodrow  Wilson,  "  A  History  of  the  American  People  " 
(Harper  &  Co.),  Vol.  V,  pp.  46-49,  59-64. 

Burgess,  "  Reconstruction  "  (Scribner's),  pp.  247-249,  261- 
264. 

Thomas  Nelson  Page,  "  Red  Rock  "  (Scribner's). 

Verification.  —  The  teacher's  time  during  this  study  period 
might  be  devoted  to  seeing  that  pupils  are  using  the  right 
methods  of  study.  Little  help  will  be  needed  unless  there  is 
evidence  of  some  misunderstanding.  Very  little  time  will  be 
required  to  accomplish  the  average  assignment.  It  is  merely 
a  "  test  "  of  the  kind  of  reading  done  by  the  pupils.  Those 
who  fail  to  locate  the  reference  quickly  show  that  thoughtful 
reading  has  not  been  done.    Any  time  remaining  after  deter- 


An  Inductive  Lesson  217 

mining  the  number  of  pupils  working  on  each  part  of  the 
assignment  might  be  spent  in  discussing  this  point  with  the 
class. 

Always  collect  all  written  work.  Careless  habits  will  result 
if  this  is  neglected.  Urge  the  pupils  to  save  any  pictures  or 
other  illustrative  material  which  may  be  found  concerning  any 
of  the  events  studied  under  the  period  of  reconstruction. 


LESSON  XXVIII 

UNIT    OF    INSTRUCTION  XI.  — THE  PERIOD    OF    RECON- 
STRUCTION 

Grade,  —  Eight  A  Time,  90  minutes 

Lesson  Type.  —  An  Inductive  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment 30  min. 

Physical  Exercises       5  min. 

Study  of  the  Assignment 30  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  "  A  Poor  White's  Opinion 
of  Slavery  "  by  Hinton  Raven  Helper  (1857) ;  also  "  First 
School  Days  "  by  Elizabeth  Hyde  Botumc  (1865).^ 

Method.  The  two  articles  mentioned  above  should  be 
read  to  the  class  by  the  teacher.     The  first  article  is  particu- 

•  See  Hart's  "Romances  of  the  Civil  War"  (Macmillan),  pp.  41-44  and  pp. 
93-97. 


2i8  Supervised  Study  in  History 

larly  valuable  in  picturing  the  lack  of  industries  other  than 
agriculture  throughout  the  southern  states  before  the  Civil 
War.  This  will  help  the  pupils  to  realize  the  need  for  a  com- 
plete reorganization  of  southern  industries  after  the  war. 

This  account  should  be  discussed  both  during  the  reading 
and  after  it  is  finished.  Encourage  the  pupils  to  ask  questions 
about  any  point.  A  better  understanding  concerning  the 
industrial  situation  will  result  from  the  reading  of  this  article, 
and  the  pupils  will  be  better  prepared  to  give  intelligent  assist- 
ance during  the  assignment. 

The  second  article  very  vividly  portrays  the  conditions 
existing  in  the  South  in  regard  to  educating  the  "  freedmen." 
Aside  from  the  human  touch  which  the  pupils  will  so  greatly 
enjoy,  it  will  help  to  make  them  more  conscious  of  the  great 
need  of  a  better  system  of  education,  both  for  the  negroes  and 
the  poorer  class  of  white  people  in  the  South. 

Material  of  this  character  introduces  an  element  of  variation 
into  the  review,  thereby  relieving  the  continuous  recital  of 
facts.  Such  articles,  if  carefully  chosen,  often  make  more 
lasting  impressions  of  actual  conditions  than  a  review  period 
devoted  entirely  to  the  discussion  of  facts  previously  studied. 
There  is  slight  danger  that  time  will  be  wasted  when  spent  in 
considering  this  type  of  subject  matter,  provided  the  teacher 
has  a  particular  purpose  in  introducing  it  at  any  certain  point 
during  the  study  of  a  question  under  consideration. 

The  chief  purpose  of  introducing  these  articles  in  this 
lesson  is  to  prepare  the  class  for  the  assignment  to  be  made 
upon  the  "  New  South." 

The  Assignment.  —  i.  Realization  and  statement  of  the 
new  problem. 

2.    Cooperative  assignment  and  selection  of  references. 


An  Inductive  Lesson  •     219 

Realization  and  statement  of  the  new  problem.  The  re- 
view described  above  has  made  the  pupils  conscious  that 
a  complete  reorganization  of  southern  affairs  was  necessary  as 
a  result  of  the  Civil  War.  With  this  in  mind,  question  the 
class  to  determine  what  is  considered  the  most  important 
problem  for  study,  in  order  to  understand  how  a  new  pros- 
perity for  the  South  was  brought  about. 

Under  ordinary  conditions  there  will  be  little  difficulty  in 
securing  the  statement  of  such  a  problem  as :  Along  what 
lines  did  the  South  develop  after  the  Civil  War  in  order  to  be 
caUed  the  "  New  South  "  ? 

Cooperative  assignment  and  selection  of  references.  In 
organizing  this  work,  the  teacher  should  draw  upon  the 
general  information  that  the  pupils  already  have  as  a  result  of 
their  study  of  geography,  as  well  as  any  information  gained 
from  sources  other  than  the  textbook.  Through  questions, 
suggestions,  directions,  and  brief  statements  wherever  neces- 
sary, a  simple  outline  should  be  developed  and  written  upon 
the  board.  Pupils  of  this  grade  are  capable  of  doing  such  work 
if  properly  directed.  The  following  is  suggestive  of  what  is 
meant  by  a  simple  outline  : 

The  Problem  :  Along  what  lines  did  the  South  develop  after 
the  Civil  War  m  order  to  be  called  the  '*  New  South  "  ? 

I.    Development  of  Industries. 

1.  Improved  methods  in  agriculture. 

2.  Development  of  mining  and  natural  resources. 

(a)  Coal. 

(b)  Iron  ore. 

(c)  Petroleum  and  natural  gas. 

(d)  Water  power. 


220  Supervised  Study  in  History 

3.  Development  of  lumbering. 

{a)  Products  from  the  pine  forests. 

4.  Development  of  manufacturing, 
(a)  Cotton  factories. 

{h)  Iron  and  steel  factories,  etc. 

5.  Development  of  commerce, 
(a)  By  land  and  water. 

{h)  Domestic  and  foreign. 

II.   Development  of  Population. 

1.  Immigration  to  the  South. 
{a)  From  foreign  countries. 

ih)  From  different  sections  of  the  United  States. 

2.  Effect  of  southern  immigration. 
{a)  New  cities  built. 

(6)  Old  cities  rebuilt  and  improved. 

III.   Development  of  Education. 

1.  For  the  "  freedmen." 

2.  For  the  "  poor  whites." 

3.  New  colleges  and  institutions  for  higher  education. 

The  above  outline  is  copied  from  a  notebook  belonging  to  a 
pupil  of  an  Eight  A  Grade.  The  work  was  prepared  by  a  class 
taught  by  the  author.  Very  little  assistance  was  given  in  the 
preparation  of  this  outline.  The  statements  were  written  on 
the  board  as  suggested  by  the  pupils.  These  were  later 
reorganized.  The  outline  submitted  in  this  lesson  shows  the 
form  approved  by  the  class,  as  a  result  of  the  reorganization 
of  the  statements  suggested.  It  is  imperfect  in  many  ways, 
but  it  served  to  impress  the  need  of  an  orderly,  systematic 
arrangement  of  ideas  pertaining  to  the  question  as  a  whole, 


An  Inductive  Lesson  221 

before  beginning  a  detailed-  study  of  the  parts  of  this  unit  of 
recitation. 

After  the  completion  of  this  outline,  textbooks  were  consulted 
for  references  upon  all  topics  included  in  the  outline.  (Only 
those  references  should  be  studied  in  this  lesson  which  refer 
to  the  first  topic.)  References  such  as  the  following  were 
selected  and  written  on  the  board  opposite  the  topic  in  the 
outline  to  which  each  referred  : 

Beard-Bagley,  "The  History  of  the  American  People," 
Chap.  XXIII. 

Mace,  "  School  History  of  the  United  States,"  pp.  428-434. 

Bourne  &  Benton,  "  History  of  the  United  States,"  pp.  475- 
482. 

Montgomery,    "  Leading    Facts    of    American    History," 

PP-  351-353- 

Dickson,  "  American  History  for  Grammar  Schools," 
pp.  488-491. 

Study  of  the  Assignment.  —  I  or  Minimum   Assignment. 

1 .  Read  all  references  found  upon  the  first  topic  in  the  out- 
line ("  The  Development  of  Industries  "),  and  be  able  to  give 
a  complete  discussion  of  this  question  in  to-morrow's  review. 

2.  Copy  in  your  notebooks  the  outline  prepared  and  written 
upon  the  board,  during  the  assignment. 

II  or  Average  Assignment. 

3.  Read  the  first  phrase,  in  the  first  sentence  of  the  first 
paragraph,  under  Chapter  XLII  (Bourne  &  Benton).  Turn 
to  the  index  and  see  if  you  can  locate  any  cross-reference  upon 
the  "  failure  of  the  plantation  system."  If  any  is  found 
read  it  carefully,  and  then  write  a  statement  showing  the 
paragraph  heading  and  the  page  where  this  reference  is  found. 

4.  Write  a  paragraph  explaining  the  demand  for  more  rail- 


22  2  Supervised  Study  in  History 

roads  in  the  South,  as  a  result  of  the  rapid  changes  brought 
about  after  the  Civil  War. 

Ill  or  Maximum  Assignment. 

5.  Consult  the  geographies  and  railroad  guides  upon  the 
reading  table,  and  then  write  on  the  board  a  list  of  the  prin- 
cipal railway  lines  of  the  South  at  the  present  time. 

Verification.  —  Pupils  who  have  not  reached  the  average 
assignment  will  derive  benefit  from  listening  to  those  who  have 
accomplished  the  work.  Any  one  of  the  successful  pupils  of 
the  average  group  should  be  called  upon  to  explain  to  the  class 
exactly  what  he  did  in  answering  No.  II,  3.  In  giving  this 
explanation,  the  pupil  should  first  read  the  directions  on  the 
board,  and  then  explain  how  he  found  the  proper  reference. 
This  should  be  read  to  prove  the  success  of  his  efforts.  Work 
of  this  character  tests  the  pupil's  ability  to  follow  directions 
accurately. 

Suggestions  for  Subsequent  Lessons  upon  this  Problem.  — 
Lesson  XXVIII  should  be  followed  by  one  or  more  lessons  ^ 
upon  topics  II  and  III  of  the  outline  prepared  in  the  previous 
lesson  ("Development  of  Population"  and  "Development  of 
Education").  The  latter  topic  affords  an  excellent  oppor- 
tunity for  the  pupils  to  gain  information  about  Hampton  and 
Tuskegee  Institutes,  and  such  leaders  among  the  colored  race 
as  Booker  T.  Washington,  Major  Robert  R.  Moton,  and 
Dr.  W.  E.  B.  Du  Bois. 

The  study  of  unit  of  instruction  XI  should  be  concluded  by 
a  Socialized  Lesson,  for  the  purpose  of  reviewing  all  important 
facts  discovered  and  studied  during  the  time  devoted  to  the 
consideration  of  the  great  events  outlined  under  this  unit  of 
instruction. 

1  See  Beard-Bagley,  "  The  History  of  the  American  People." 


How  to  Study  Lesson  223 

LESSON  XXIX 

UNIT  OF  INSTRUCTION  XII.  — THE  INFLUENCE  OF 
TRANSPORTATION  AND  METHODS  OF  COMMUNICA- 
TION  UPON  THE  DEVELOPMENT  OF  THE  NATION 

Grade,  —  Eight  A  Time,  90  minutes 

Lesson  Type.  —  How  to  Study  Lesson 

Time  Schedule 

The  Review 15  min. 

The  Assignment 30  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  Any  topic  in  history  or 
current  events  previously  studied,  which  may  be  used  as  a 
background  for  the  study  of  unit  of  instruction  XII. 

Method.  A  longer  period  than  fifteen  minutes  for  this 
kind  of  review  is  unnecessary.  Only  a  few  moments  should 
be  required  to  direct  the  attention  of  the  class  to  the  new 
topic  requiring  consideration.  In  order  to  do  this,  a  very 
brief  program  might  be  written  upon  the  board  containing 
items  similar  to  the  following : 

1.  What  were  the  routes  followed  by  the  "  forty-niners  " 
in  their  cfTorts  to  reach  the  gold  fields  of  California  ? 

2.  Compare  the  method  of  crossing  the  continent  at  that 
time  with  modern  methods. 

3.  "  What  Crops  may  we  Expect,"  from  the  "  Independ- 
ent," May  19,  191 7,  page  322.  (Previously  assigned  to  some 
pupil.) 


224  Supervised  Study  in  History 

4.  "  Solving  our  Transportation  Problems,"  from  the 
"  Independent,"  May  19,  191 7,  page  322. 

5.  "  Our  $6,000,000,000  Trade,"  from  the  "  Independent," 
June  9,  1917,  page  457. 

Certain  pupils  should  be  called  upon  for  brief  statements 
concerning  Numbers  i  and  2  ;  Numbers  3,  4,  and  5  should  be 
reported  upon  by  pupils  to  whom  such  articles  ^  were  assigned. 
A  short  discussion  should  follow  the  recitation  upon  each 
number.  This  should  be  sufficient  to  arouse  an  interest  in  the 
question  of  Transportation. 

The  Assignment.  —  i.  A  consideration  of  the  value  of 
transportation  to  the  home  community. 

2.  The  meaning  of  the  words  "  transportation  "  and  "  com- 
munication "  developed. 

3.  The  statement  of  the  problem. 

4.  How  to  begin  to  solve  the  problem,  made  clear  to  the  class. 
A  consideration  of  the  value  of  transportation  to  the  home 

community.  Ask  the  pupils  to  state  the  means  of  transpor- 
tation in  the  community  in  which  they  live ;  also  the  ways  in 
which  this  community  is  connected  with  the  outside  world. 
Do  not  go  into  detail  upon  this  point.  Simply  call  the  atten- 
tion of  the  class  to  the  various  means  of  transportation  com- 
mon to  the  particular  community.  Now,  ask  some  pupil  to 
state  the  effect  upon  the  community,  if  these  various  means 
were  suddenly  destroyed.  This  will  help  to  impress  the  fact 
that  any  community  is  dependent  upon  its  various  systems  of 
transportation  for  its  existence  and  development. 

1  It  is  not  intended  that  teachers  should  use  the  articles  referred  to  above. 
They  are  cited  only  for  the  purpose  of  illustration.  Material  should  be  used 
which  is  particularly  adapted  to  the  conditions  existing  at  the  time  the  study 
of  this  topic  is  begun.  To  introduce  such  topics  successfully,  the  ingenuity 
of  the  individual  teacher  is  required. 


How  to  Study  Lesson  225 

The  meaning  of  the  words  "transportation''  and  "communica- 
tion." Dictionaries  should  be  consulted  and  the  meaning 
of  each  word  carefully  studied.  This  will  bring  out  the  point 
of  transportation  by  land  and  by  water  (if  this  has  not  already 
been  emphasized  when  considering  the  means  of  transportation 
in  the  community). 

The  statement  of  the  problem.  By  referring  to  condi- 
tions in  the  home  community  before  the  days  of  modern 
methods  of  transportation,  and  by  questioning  the  pupils 
concerning  the  changes  resulting  from  improved  conditions, 
help  them  to  reaHze  that  the  development  of  transportation 
has  had  an  influence  upon  the  development  of  the  home  com- 
munity. By  allowing  pupils  who  have  lived  in  other  centers 
to  state  the  methods  of  transportation  in  those  places,  make 
it  evident  that  the  smaller  communities  form  the  nation.  This 
will  enable  them  to  state  such  a  problem  as :  —  How  has  the 
development  of  transportation  and  communication  influenced 
the  development  of  the  nation? 

How  to  begin  la  solve  the  problem,  made  clear  to  the  class. 
Inform  the  class,  at  this  point,  that  in  order  to  understand 
how  the  development  of  transportation  and  communication 
has  influenced  the  development  of  the  nation,  we  must  begin 
with  the  study  of  the  development  of  transportation  and 
communication  themselves.  The  kinds  of  transportation  (by 
water  and  l)y  land)  should  be  written  upon  the  board,  and  the 
terms  "  early  methods  "  and  *'  modern  methods  "  written  after 
each.  The  pupils  should  now  decide  which  was  the  most  com- 
mon method  in  early  colonial  days  and  why.  This  will  lead 
to  collection  of  data  pertaining  to  Early  methods  of  transpor- 
tation by  water.  Such  data  should  be  collected  during  the 
study  period. 


226  Supervised  Study  in  History 

The  Study  of  the  Assignment.  —  I  or  Minimum  Assign- 
ment. 

1.  Using  the  texts  upon  your  desk,  consult  the  index  of 
each  for  references  upon  "  Early  methods  of  transportation 
by  water."  Read  carefully  only  those  statements  which 
pertain  to  transportation  by  water. 

2.  As  each  text  is  consulted,  write  in  simple  outUne  form 
all  topics  which  will  help  to  give  a  more  definite  idea  of  this 
subject. 

3.  Reorganize  the  topics  listed  under  each  text  into  one 
complete  outline.  Conclude  this  work  by  listing  all  references 
found. 

Possible  References.     (To  be  found  by  the  pupils.) 

Gordy,  "A  History  of  the  United  States,"  pp.  197,  215,  216- 
218,  219,  222-223. 

Ashley,  ''  American  History,"  pp.  121,  317,  318,  321. 

Mace,  "  School  History  of  the  United  States,"  pp.  216,  217, 
240,  260,  291-292. 

Montgomery,  "  Leading  Facts  of  American  History," 
pp.  127,  197,  198,  242. 

II  or  Average  Assignment. 

4.  Write  a  brief  explanation  of  the  effect  of  the  invention  of 
the  steamboat  upon  the  development  of  the  nation. 

///  or  Maximum  Assignment. 

Read  as  many  stories  as  you  can  from  the  following  refer- 
ences found  on  the  reading  table : 

Hart,  "  How  our  Grandfathers  Lived  "  (Macmillan). 

"  TraveHng  by  Canoes,"  by  Isaac  Weld  (1796),  pp.  92-96. 

"  An  Early  Steamboat,"  by  Francis  Hall  (1816),  pp.  99-102. 

"  Hudson  River  and  Young  Folks,"  by  Frances  Anne 
Kemble  (1832),  pp.  106-109. 


How  to  Study  Lesson  227 

"A  Sea  Voyage,"  by  Abigail  Adams  (1784),  pp.  224-228. 

Southworth,  "  Builders  of  our  Country,"  Book  II  (Apple- 
ton). 

"  Robert  Fulton  and  Travel  by  Water  in  Colonial  Days," 
pp.  128-134. 

Guerber,  "  Story  of  the  Great  Republic  "  (American  Book 
Co.). 

"  The  First  Steamboat,"  pp.  71-72. 

Verification.  —  During  the  study  period,  the  teacher  may 
find  it  necessary  to  help  pupils  who  appear  to  be  having 
difficulty  in  locating  references.  It  is  probable  that  all  pupils 
will  not  find  each  reference  hsted  in  this  lesson.  Some  out- 
lines will,  therefore,  be  more  complete  than  others.  The 
teacher's  attention  should  largely  be  given  to  the  inferior 
group  in  lessons  of  this  character. 

During  the  few  minutes  for  verification,  any  pupil  of  this 
group  who  has  succeeded  in  making  a  satisfactory  outline 
might  be  allowed  to  read  this  to  the  class.  Each  pupil  should 
check  all  points  in  his  own  outline  which  are  similar  to  the 
ones  read.  These  will  be  given  careful  consideration  during 
the  review  upon  the  following  day.  The  envelope  in  which 
pupils  have  been  directed  to  file  all  pictures  found  previous 
to  this  lesson  should  be  referred  to,  and  the  class  should  be 
shown  how  all  other  pictures  which  may  be  found  will  help  to 
illustrate  the  work  upon  this  topic. 


228  Supervised  Study  in  History 

LESSON  XXX 

UNIT     OF     INSTRUCTION     XII.  — THE     INFLUENCE     OF 

TRANSPORTATION   AND   METHODS   OF   COMMUNICATION 

UPON  THE  DEVELOPMENT  OF  THE  NATION 

Grade,  —  Eight  A  Time,  90  minutes 

Lesson  Type.  —  An  Inductive-Deductive  Lesson 

Time  Schedule 

The  Review 30  mm. 

The  Assignment 25  min. 

Physical  Exercises       5  ^^^ 

Study  of  the  Assignment 25  min. 

Verification 5  ^^^ 

Time-keeper 

The  Review.  —  Subject  Matter.  —  Early  methods  of  trans- 
portation by  water.     (Discovered  in  the  preceding  lesson.) 

Method.  —  The  individual  outlines  prepared  independently 
by  the  pupils  during  the  study  of  the  assignment  of  the  previous 
lesson  should  be  used  in  organizing  a  cooperative  outline,  which 
should  be  written  upon  the  board  by  the  teacher  or  by  one  of 
the  pupils. 

Begin  this  work  by  calling  upon  a  pupil  who  prepared  a 
satisfactory  outline  during  the  study  of  the  previous  day's 
assignment,  to  read  this  outline  to  the  class.  Discuss  the 
principal  points  of  the  outline,  and  gain  the  decision  of  the 
entire  class  concerning  the  first  topic  to  be  written  in  the  out- 
line upon  the  board.  Other  topics  should  be  added  by  per- 
mitting the  pupils  to  suggest  each  point.     This  work  needs 


An  Inductive-Deductive  Lesson  229 

very  close  supervision  and  strong  control.  Do  not  allow 
pupils  to  volunteer  information  in  unison,  as  confusion  and 
disorder  frequently  result.  This  wastes  time.  Direct  the 
pupils  to  volunteer  suggestions  by  raising  the  hand  or  rising. 
When  recognized  by  the  teacher,  the  contribution  should  be 
oflfered.  Only  a  brief  statement  should  be  given.  If  this 
statement  is  accepted  by  the  class,  it  should  be  included  in 
the  outKne. 

Insist  upon  all  pupils  forming  an  opinion  upon  the  points 
submitted.  They  should  either  agree  or  disagree.  Those 
who  disagree  then  may  be  led  easily  to  see  why  they  are  wrong. 
Occasionally  a  point  contributed  may  receive  the  approval  of 
the  majority  of  the  class,  and  yet  be  incorrect.  Books  should 
be  consulted  in  this  case,  and  the  whole  class  set  right.  Again, 
a  pupil  may  contribute  some  item  that  the  majority  of  the 
class  failed  to  find.  This  pupil  should  be  required  to  prove 
his  point  by  referring  to  the  text  in  which  it  was  found.  This 
statement  should  be  read  by  the  entire  class,  and  if  then 
accepted  should  be  included  in  the  outline.  This  reference 
may  then  be  noted  as  well  as  all  others.  Encourage  pupils  of 
the  inferior  group  to  make  all  the  contributions  they  can. 
This  helps  to  give  them  the  feeling  of  having  had  a  part  in 
the  work. 

Not  more  than  two  thirds  of  the  time  for  the  review  should 
be  spent  in  organizing  this  material.  The  remainder  of  the 
time  should  be  devoted  to  determining  how  thoroughly  the 
pupils  have  acquired  the  important  facts  relating  to  the  subject 
matter  read  during  the  study  period  of  the  previous  day.  Any 
topic  found  to  be  poorly  prepared  should  be  written  upon  the 
board.  This  should  be  reviewed  during  the  first  part  of  the 
study  period.     Work  of  this  character  enables  the  teacher  to 


230  Supervised  Study  in  History 

discover  if  the  pupils  are  gaining  power  to  do  independent 
work  in  a  systematic  way.  This  knowledge  will  be  of  benefit 
in  the  study  to  be  done  during  the  assignment,  as  well  as  in  all 
subsequent  lessons. 

The  Assignment.  —  A  Cooperative  Assignment.  In  order 
to  save  time  and  to  apply  the  principles  emphasized  during 
the  review,  the  teacher  and  pupils  working  together  should 
discover  and  prepare  in  outUne  form  the  important  topics  of 
interest  in  securing  a  definite  knowledge  of  Modern  methods 
of  transportation  by  water. 

The  pupils  will  see  readily  that  this  must  be  the  next  step, 
and  that  the  problem  under  consideration  will  not  be  solved 
until  all  available  information  relating  to  transportation 'and 
communication  has  been  collected  and  examined.  (See 
topics  under  unit  of  instruction  XII.)  The  general  knowledge 
which  the  pupils  may  have  upon  Modern  methods  of  transpor- 
tation should  be  utilized,  as  well  as  information  from  texts 
selected  for  this  purpose. 

At  the  beginning  of  this  work,  do  not  attempt  to  make  any 
carefully  organized  outline.  Simply  write  a  word  or  two  upon 
the  board  to  represent  each  statement  of  value  given  by  the 
pupils.  When  sufficient  data  have  been  collected,  a  systematic 
arrangement  should  then  be  made,  and  references  noted  wher- 
ever possible.  Topics  requiring  further  research  outside  of 
school  should  have  enough  space  reserved  to  insert  other 
references  later,  when  found  by  individual  members  of 
the  class.  Topics  of  current  interest  which  will  later  be 
among  important  historical  facts  should  be  referred  to  and 
included  in  this  outline.  It  is  well  also  to  urge  the  pupils 
to  insert  any  topic  later  discovered  as  a  result  of  collateral 
reading. 


All  hidudive-Deductive  Lesson  231 

Errors  to  he  avoided.  —  There  is  one  grave  danger  in  this 
kind  of  work  which  should  constantly  be  kept  in  mind  by  the 
teacher.  Great  care  should  be  exercised  in  order  that  this 
work  in  outlining  subject  matter  may  not  be  carried  to  an 
extreme.  A  great  deal  of  the  subject  matter  suggested 
under  units  of  instruction  XI-XIV  is  particularly  adapted 
to  organization  of  this  kind.  If  this  is  carried  to  excess, 
however,  the  notebook  work  becomes  the  end,  rather  than 
the  means.  The  outlines  never  should  be  so  long  and  com- 
plicated that  it  will  require  the  greater  part  of  the  period  to 
prepare  them,  thus  leaving  insufficient  time  in  which  to  be- 
come thoroughly  posted  upon  the  facts  themselves.  Notes 
of  this  character  are  of  Httle  value  unless  they  have  served 
as  the  means  of  giving  the  pupils  a  more  intelUgent  under- 
standing of  the  events  studied. 

The  Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 

1.  Copy  in  your  notel)ook  the"  outhnc  upon  the  board,  pre- 
pared during  the  review.  Follow  this  by  the  one  prepared 
during  the  assignment. 

2.  Review  any  topics  not  thoroughly  studied  yesterday. 

3.  Read  all  references  given  upon  the  topics  contained  in 
the  outline  upon  "  Modern  methods  of  transportation  by 
water." 

4.  Tell  briefly  what  must  be  accomphshed  before  this 
problem  will  be  solved. 

//  or  Average  Assignment. 

5.  Refer  to  pp.  366-367  of  Bourne  &  Benton's  "  History 
of  the  United  States  "  for  an  account  of  the  "  clipper  ships  " 
built  in  America  about  the  middle  of  the  nineteenth  century. 

6.  What  use  has  recently  been  made  of  this  type  of  ship? 
(Written  work.) 


232  Supervised  Study  in  History 

III  or  Maximum  Assignment  (written  work). 

7.  Briefly  describe  a  journey  you  have  made  by  water,  or 
a  visit  to  a  great  ocean  liner  or  a  war  vessel. 

Verification.  —  After  determining  the  number  working  upon 
each  part  of  the  assigimient,  refer  to  No.  6,  under  the  average 
assigrmient,  in  order  to  determine  how  many  pupils  have  any 
information  upon  this  point.  If  this  number  is  in  the  minority, 
a  few  statements  made  by  the  teacher  will  add  interest  and 
encourage  pupils  to  attempt  to  secure  a  picture  of  a  "  clipper 
ship."  Before  dismissing  the  class,  determine  the  number 
who  have  secured  pictures  to  use  as  illustrative  material. 
This  should  be  done  at  frequent  intervals  in  order  to  recognize 
and  encourage  effort  along  this  Hne. 

Suggestions  for  Subsequent  Lessons  upon  Unit  of  Instruc- 
tion XII.  — At  least  two  lessons  should  be  devoted  to  the  study 
of  Canals  as  supplements  to  natural  water  routes.  (See  unit  of 
instruction  XII.)  More  time  could  be  spent  to  good  advan- 
tage upon  this  topic,  as  there  are  many  things  concernmg  both 
the  Erie  Canal  and  the  Panama  Canal  which  might  be  studied 
with  profit. 

A  socialized  review  upon  the  "  Development  of  transporta- 
tion by  water  "  should  precede  the  work  upon  "  Transporta- 
tion by  land."  The  study  of  this  unit  of  recitation  will 
require  the  same  careful,  systematic  research  as  the  preceding 
topics.  This  should  be  followed  by  a  consideration  of  the 
"  Methods  of  communication  "  and  other  topics  suggested 
under  this  unit  of  instruction.  An  entire  period  should  then 
be  given  to  a  Review  Lesson,  the  first  part  of  the  period 
being  devoted  to  a  socialized  review  upon  the  question  of 
transportation,  in  order  to  determine  whether  the  problem 
may  be  considered  solved.     The  pupils  then  might  be  per- 


An  Inductive-Deductive  Lesson  233 

mitted  to  spend  the  remainder  of  the  period  in  pasting  in  their 
notebooks  all  illustrative  material  pertaining  to  this  question. 

A  Red  Letter  Day  Lesson  should  conclude  the  study  of 
this  unit  of  instruction.  The  notebooks  should  be  exhibited 
in  this  lesson.  An  interesting  feature  with  which  to  conclude 
the  lesson  is  to  have  each  member  rise  as  his  name  is  called, 
and  briefly  state  the  value  of  good  systems  of  transportation 
to  himself  or  any  member  of  his  family.  Many  of  these 
statements  may  be  amusing,  but  they  help  to  prove  how 
thoroughly  the  pupils  realize  the  importance  of  this  question, 
not  only  to  the  nation,  but  to  the  individual  as  well. 

The  Power  Gained  by  the  Pupils  from  this  Method  of  Study. 
—  Pupils  know  exactly  what  must  be  studied,  also  just  what 
is  ahead  of  them  in  the  solution  of  a  problem.  This  tends 
to  secure  systematic  habits  of  study,  which  pupils  of  any  age 
need  to  acquire.  Although  the  teacher  has  skilKully  controlled 
the  work,  the  pupils  feel  that  they  have  done  the  greater  part 
for  themselves.  This  always  has  the  effect  of  inspiring  one 
to  make  greater  effort  because  of  the  confidence  in  one's  self 
which  results  from  having  successfully  accompUshed  an 
undertaking. 

The  great  field  of  current  Hterature  becomes  intelligible  to 
many  boys  and  girls  who  might  never  be  aroused  to  an  appre- 
ciation of  this  or  any  other  line  of  reading  unless  a  situation  is 
provided  by  means  of  which  right  habits  will  be  formed,  and 
enjoyment  found  in  reading  and  studying  along  these  lines. 

An  extract  from  a  notebook  belonging  to  a  pupil  of  an 
Eight  A  Grade  is  submitted  here  as  an  illustration  of  the 
amount  and  kind  of  reading  voluntarily  done  outside  of 
school,  during  the  study  of  the  subject  of  transportation. 
This  does  not  include  any  texts  used  in  class  or  any  of  the 


234  Supervised  Study  in  History 

collateral  reading  placed  at  the  disposal  of  the  pupils.  Since 
this  pupil  came  from  a  home  where  conditions  were  most  un- 
favorable for  this  kind  of  training,  the  reading  accomplished 
by  this  child  suggests  the  great  possibilities  open  to  teacher 
and  pupils  ahke. 

An  Extract  from  a  Pupil's  Notebook 

Other  Sources  Consulted 
World's  Work. 
Popular  Science. 
Christian  Herald. 
Current  Opinion. 
Literary  Digest. 
Scribner's  Magazine. 
Encyclopaedia  Britannica. 
Redway  and  Hinman's  Geography. 
World's  Almanac. 
"  Our  Modern  Fliers."    . 
"  Down  the  Mississippi." 
Johnson's  History. 
"  The  Panama  Canal,"  by  Haskin. 

Another  pupil  in  the  same  class  secured  twenty-six  different 
illustrations  of  "  Transportation  by  water,"  and  nineteen 
pictures  illustrating  ''  Methods  of  transportation  by  land." 
Many  of  these  were  particularly  valuable,  and  represented  a 
great  amount  of  time  and  effort  spent  in  securing  each  one. 

In  order  to  show  a  representative  page,  the  following  outline 
is  also  copied  from  a  pupil's  notebook.  The  pupils  first  pre- 
pared individual  outlines,  as  a  result  of  independent  research. 
These  outlines  were  then  discussed,  and  a  cooperative  one 
prepared,  which  was  copied  by  each  pupil. 


An  htductive-Deductive  Lesson  235 

The  Influence  of  Transportation  and  Methods  of 
Communication  upon  the  Development  of  the 
Nation 

Our  Problem:  How  has  the  development  of  transportation 
and  communication  helped  to  develop  the  nation  ? 

I.   Kinds  of  Transportation. 

1.  By  water. 

2.  By  land. 

II.   Transportation  by  natural  water  routes. 

1.  Early  Methods. 

(a)  Canoe.     Bourne  &  Benton,  p.  312  ;  Gordy,  p.  215. 

(6)  Rowboat.     Gordy,  p.  217. 

{c)   Sailboat.     Mace,  p.  216;   Montgomery,  p.  129. 

id)  Flatboat.     Gordy,  p.  216;    Mace,  p.  217. 

{e)   Ferries.     Gordy,  p.  197  ;   Mace,  p.  260. 

(/)   Steamboat  on  the  Hudson   (1807).      Mace,  p.   240; 

Gordy,  pp.  222-223. 
(g)  Steamboat  on  Ohio  River,  Mississippi  River  and  Great 

Lakes.     Mace,  p.  434. 
Qi)  First  steamboat  that  crossed  the  Atlantic  Ocean  (1819). 

Bourne  &  Benton,  pp.  302-303. 
(z)    "Clipper  Ships."     Montgomery,  p.   242;     Bourne  & 

Benton,  p.  367. 

2.  Modem  Methods. 

(a)  Freighters  on  the  Great  Lakes,  "The  Whale  Backs." 

Mace,  p.  434. 
{b)  First  ocean   steamship   line.      Montgomery,   p.    242 ; 

Mace,  p.  434. 
(c)   Great  steamship  lines  of  to-day. 
{d)  A  twentieth  century  ocean  steamship.     Montgomery, 

pp.  242,  244. 
(e)   The  Submarine  used  for  commerce  (1916),  The  Deutsch- 

land.     (Newspapers  and  magazines.) 


236  Supervised  Study  in  History 

LESSON  XXXI 

UNIT  OF  INSTRUCTION  XIII.  —  TERRITORIAL  EXPANSION 
OF  THE  UNITED   STATES 

Grade,  —  Eight  A  Time,  90  minutes 

Lesson  Type.  —  An  Expository  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment 25  min. 

Physical  Exercises 5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

Time-keeper 

The  Review.  —  Subject  Matter.  The  extent  and  names  of 
the  thirteen  original  states ;  also  the  states  formed  from  the 
Northwest  Territory. 

Method.  Five  or  ten  minutes  of  the  time  for  review  might 
be  spent  by  having  the  pupils  recall  by  writing,  without  the 
aid  of  a  text,  the  names  of  the  thirteen  original  states,  to- 
gether with  the  states  later  formed  from  the  Northwest  Ter- 
ritory. At  the  end  of  this  time,  one  of  these  papers  might 
be  read.  The  teacher  might  write  the  list  of  states  upon 
the  board  in  the  same  form  as  given  by  the  pupil.  Now  call 
upon  another  pupil  to  go  to  the  board  and  make  any  addi- 
tions or  corrections  to  the  list  given  by  the  first  pupil. 

If  this  list  is  still  incorrect  or  incomplete,  permit  any  member 
of  the  class  who  recognizes  an  error,  or  can  add  any  state  not 
given,  to  stand.  These  pupils  should  be  called  upon,  in  turn, 
until  the  correct  list  of  states  is  secured. 


An  Expository  Lesson  237 

Maps  should  then  be  consulted,  and  the  portion  of  the 
United  States  occupied  by  these  states  should  be  carefully- 
reviewed.  A  comparison  of  the  original  area  with  the  present 
area  should  then  be  made.  This  will  result  in  the  pupils 
recognizing  their  problem  for  the  new  work. 

The  Assignment.  —  i.    Recognition  of  the  new  problem. 

2.  Present  knowledge  concerning  the  problem,  determined 
and  tested. 

3.  Exposition  given  by  the  teacher. 

Recognition  of  the  new  problem.  The  comparison  of  the 
present  area  of  the  United  States  with  the  original  area 
of  the  thirteen  states  at  the  close  of  the  Revolutionary  War 
will  lead  the  pupils  to  question  how  our  present  territory 
has  been  obtained.  As  a  result  of  studying  about  the  slavery 
question  in  Texas  and  California,  the  pupils  already  have 
a  general  knowledge  of  how  some  of  the  territory  was 
acquired. 

Although  this  knowledge  is  indefinite  and  disconnected, 
when  viewed  in  the  light  of  "  National  Expansion "  it 
will  aid  the  pupils  to  realize  that  the  present  area  of  the 
United  States  is  the  result  of  a  gradual  expansion  through 
acquisition.  A  problem  similar  to  the  following  may  then 
be  stated : 

How  has  the  United  States  acquired  the  territory  which  she 
now  owns  ? 

Present  knowledge  concerning  the  problem  determined  and 
tested.  The  pupils  will  be  very  eager  to  prove  that  they 
already  have  a  great  deal  of  knowledge  upon  this  subject. 
Ask  all  who  know  of  some  territory  acquired  by  the  United 
States,  to  stand.  Call  upon  the  pupils  of  the  inferior  group 
who  have  something  to  suggest.     Permit  these  pupils  to  make 


238  Supervised  Study  in  History 

their  contributions  first.  Pupils  of  the  average  and  superior 
groups  might  then  supplement  the  statements  made  by  the 
weaker  pupils.  The  territory  mentioned  by  the  pupils  might 
be  written  upon  the  board  by  the  teacher.  No  attempt  should 
be  made  to  arrange  this  material  in  the  order  of  acquisition. 
Merely  note  what  the  pupils  submit  in  the  order  in  which 
it  is  contributed.  As  each  statement  is  given,  question  the 
class  upon  some  point  which  probably  will  be  unfamiliar  to 
the  greater  majority  of  the  class.  This  will  convince  them 
of  the  necessity  of  further  research.  The  teacher  should  also 
help  them  to  realize  that  the  present  information  upon 
the  subject  is  insufficient  to  solve  the  problem,  because  it  is 
so  incomplete.  Territory  not  mentioned  by  the  class  might 
be  referred  to  by  the  teacher,  in  order  to  give  the  pupils  an 
idea  of  the  extent  of  this  work.  They  should  also  recog- 
nize that  the  best  way  to  gain  a  thorough  knowledge  of  this 
question  is  to  study  the  facts  pertaining  to  each  acquisition 
of  territory  in  the  order  in  which  it  was  acquired.  The  topic, 
therefore,  which  requires  special  study  in  this  lesson  is  the 
Purchase  of  Louisiana. 

Exposition  given  by  the  teacher.  Before  the  pupils  begin 
the  independent  study  of  this  topic,  it  will  be  better  under- 
stood if  an  explanation  is  made  concerning  the  situation  pre- 
vious to  this  purchase.  It  should  be  made  plain  to  the 
class  how  France  ceded  New  Orleans  and  all  her  territory 
west  of  the  Mississippi  to  Spain,  at  the  close  of  the  French  and 
Indian  War.  Maps  should  be  used  to  show  the  importance 
of  the  river  to  the  settlers  west  of  the  Allegheny  Mountains. 
This  will  be  partly  familiar  as  a  result  of  having  studied  about 
the  flat  boats,  —  one  of  the  early  methods  of  transportation. 
Relate  how  America  secured  permission  to  ship  her  western 


An  Expository  Lesson  239 

produce  from  New  Orleans ;  how  this  privilege  was  later  dis- 
continued, and  with  what  results.  This  will  give  the  pupils 
a  better  idea  of  the  situation  which  culminated  in  the  purchase 
of  the  entire  territory.  Since  the  pupils  will  discover  for 
themselves  how  it  happened  that  this  territory  was  purchased 
from  France  instead  of  Spain,  this  point  should  not  be  ex- 
plained in  the  exposition  given  by  the  teacher.  If  pupils 
raise  this  question,  the  answer  should  be  deferred  until  the  few 
moments  for  verification  at  the  close  of  the  period.  Only  a 
brief  time  should  be  devoted  to  this  exposition,  which  should 
be  directly  followed  by  the  study  period. 

Study  of  the  Assignment.  —  I  or  Minimum  Assignment. 

1.  Find  two  reasons  why  Jefiferson  was  anxious  to  gain 
control  of  New  Orleans. 

2.  How  did  it  happen  that  Napoleon  Bonaparte  had  the 
right  to  sell  New  Orleans  ? 

3.  Be  able  to  give  a  complete  account  of  the  purchase  of 
Louisiana. 

4.  How  was  the  news  of  this  purchase  received  by  the 
people  and  why? 

5.  What  was  the  extent  of  this  new  territory? 

6.  What  was  done  to  gain  a  more  accurate  knowledge  of 
this  vast  territory?     (Be  able  to  explain  this  fully.) 

Possible  References.  —  Bourne  &  Benton,  "  History  of 
the  United  States  "  (D.  C.  Heath  &  Co.),  pp.  266-273. 

Beard-Bagley,  "  The  History  of  the  American  People " 
(Macmillan),  Chap.  XI. 

//  or  Average  Assigmnenl. 

7.  Write  on  the  board  an  account  of  Lewis  and  Clarke's 
Expedition.  Be  sure  to  explain  the  importance  of  this 
expedition. 


240  Supervised  Study  in  History 

III  or  Maximum  Assignment. 

Select  any  one  of  the  following  books  found  upon  the  reading 
table,  and  read  as  much  as  you  can  of  any  story  or  account 
which  you  care  to  choose : 

''  Pioneers  of  the  Mississippi  Valley,"  McMurry.  (Mac- 
millan.) 

"  The  Louisiana  Purchase,"  Hitchcock.     (Ginn  &  Co.) 

"  Builders  of  our  Country,"  Book  II,  South  worth  (Apple- 
ton),  pp.  113-115- 

"  Story  of  the  Great  Republic,"  Guerber  (American  Book 
Co.),  pp.  57-60. 

Verification.  —  If  it  is  found  that  the  pupils  have  had  any 
difficulty  in  regard  to  why  it  was  possible  to  buy  Louisiana 
from  France,  this  point  might  be  given  brief  consideration  at 
this  time. 

Some  pupil  who  has  completed  the  minimum  assignment 
should  be  selected  to  draw  a  map  upon  the  board.  This 
map  should  be  made  to  illustrate  each  acquisition  of  territory 
within  the  boundaries  of  the  United  States.  It  should  show 
only  the  thirteen  original  states,  the  Northwest  Territory 
and  the  Louisiana  Purchase,  as  a  result  of  this  lesson.  Addi- 
tions should  be  made  as  the  study  of  the  problem  progresses. 

Suggestions  for  Other  Lessons  upon  Unit  of  Instruction 
XIII.  —  It  is  difficult  to  estimate  the  number  of  lessons 
required  in  considering  this  unit  of  instruction.  Some  classes 
accomplish  the  work  more  quickly  than  others.  As  many 
lessons  should  be  given  upon  each  unit  of  recitation  as  are 
found  to  be  necessary,  if  pupils  are  to  obtain  any  lasting  impres- 
sions concerning  the  question  of  National  Expansion.  As  each 
topic  is  studied,  the  value  of  such  territory  to  the  United 
States  should  be  constantly  kept  in  mind. 


An  Habituation  Lesson  241 

In  studying  the  unit  of  recitation  dealing  with  the  territory 
acquired  from  Spain  after  the  Spanish-American  War,  the 
war  itself  should  be  given  only  such  consideration  as  seems 
necessary  to  understand  the  causes  and  results.  Newspaper 
and  magazine  clippings  will  aid  in  illustrating  the  topics  to 
be  studied  during  the  latter  part  of  this  work.  The  final  unit 
of  recitation,  The  Purchase  of  the  Danish  West  Indies,  can  be 
studied  only  through  securing  clippings  from  recent  periodicals. 

LESSON  XXXII 

UNIT    OF     INSTRUCTION     XIV.  —  IMPORTANT  NATIONAL 
ISSUES.    THE  TARIFF 

Grade,  Eight  A  Time,  90  minutes 

Lesson  Type.  —  An  Habituation  Lesson 

Time  Schedule 

The  Review 20  min. 

The  Assignment 25  min. 

Physical  Exercises        5  min. 

Study  of  the  Assignment 35  min. 

Verification 5  min. 

The  Review.  —  Subject  Matter.  A  consideration  of  some 
of  the  clippings  relating  to  Tariff,  which  previously  have 
been  collected  and  filed  in  the  envelope  prepared  for  that 
purpose. 

Method.  The  pupils  should  have  been  informed  upon 
the  preceding  day  that  these  clippings  would  be  considered 
during  the  time  for  review  in  the  next  lesson.  This  gives 
them  an  opportunity  to  look  over  the  material   they  have 

K 


242  Supervised  Study  in  History 

collected  and  to  select  an  item  upon  which  they  wish 
to  report. 

These  reports  might  be  given  in  the  following  manner. 
Permit  the  class  to  elect  a  conductor  and  a  recorder.  The 
conductor  should  take  his  place  in  front  of  the  class,  while  the 
recorder  should  pass  to  the  blackboard.  Inform  each  of  these 
pupils  concerning  his  particular  responsibility.  The  conductor 
should  call  upon  any  member  of  the  class  to  contribute  an 
item.  The  pupil  called  upon  should  pass  to  the  front  of  the 
room,  inform  the  class  concerning  the  source  of  information, 
read  the  heading  of  the  article  by  way  of  designating  the 
particular  topic,  and  then  briefly  give  the  report.  (This 
should  not  be  read.)  When  the  report  is  finished,  this  pupil 
should  have  the  privilege  of  asking  any  question  about  the 
contents  of  his  article  which  puzzles  him,  or  about  which  he 
desires  more  information.  If  the  question  is  a  minor  one,  it 
should  be  answered  quickly  by  the  teacher.  If,  however,  the 
questioner  raises  some  point  which  will  be  given  special  con- 
sideration during  the  study  of  the  subject  of  tariff,  the  re- 
corder should  be  directed  by  the  teacher  to  write  this  question 
upon  the  board.  The  class  should  then  be  given  the  same 
privilege  to  question  upon  any  point.  These  questions  should 
receive  the  same  treatment.  A  normal  class  of  boys  and  girls 
of  the  Eight  A  Grade  will  ask  many  questions  in  regard  to 
matters  which  they  do  not  understand.  The  most  important 
of  these,  written  upon  the  board  by  the  recorder,  will  serve 
as  an  excellent  incentive  for  beginning  the  study  of  a  subject 
frequently  looked  upon,  by  pupils  and  teacher  alike,  as  diffi- 
cult and  uninteresting. 

As  many  pupils  should  be  called  upon  by  the  conductor  as 
the  time  will  permit.    Although  these  may  be  comparatively 


An  Habituation  Lesson  243 

few,  because  of  the  number  of  questions  asked,  the  interest  of 
the  pupils  in  the  subject  may  be  aroused  in  this  way.  They 
then  will  enter  into  a  detailed  study  of  facts  with  much  more 
enthusiasm  than  would  have  been  secured  if  a  subject  of 
this  character  were  introduced  in  the  usual  formal,  abstract 
way. 

Points  overlooked  by  the  pupils,  because  of  their  lack  of 
knowledge  upon  the  subject,  should  be  mentioned  by  the 
teacher,  who  might  state  these  ideas  in  the  form  of  questions. 
When  the  pupils  realize  their  inabiUty  to  answer  such  ques- 
tions, these  also  should  be  added  to  the  Hst  on  the  board. 

Conclude  this  review  by  directing  the  recorder  to  read  the 
questions  recorded  during  this  part  of  the  period.  Call  the 
attention  of  the  class  to  the  value  they  have  already  found 
in  the  cHppings  collected,  and  help  them  to  decide  how  they 
can  gain  sufficient  information  to  answer  successfully  the 
questions  upon  the  board. 

The  Assignment.  —  i.    References  read  by  the  teacher. 

2.  Summary  of  the  important  points  which  have  been 
emphasized  during  the  review  and  the  assignment. 

References  read  by  the  teacher.  Many  of  the  questions 
recorded  upon  the  board  may  be  of  such  a  character  that  the 
pupils  will  need  direction  in  determining  the  answers. 

The  Constitution  of  the  United  States  should  first  be  con- 
sulted, in  order  to  determine  why  tariff  is  necessary,  and  by 
whom  it  is  controlled.  These  are  two  questions  always  asked 
by  pupils  who  are  doing  purposive  thinking,  during  the  con- 
sideration of  the  current-event  clippings  discussed  at  the 
beginning  of  the  lesson.  Article  I,  Sections  7,  8,  9,  and  10 
should  be  referred  to,  and  such  portions  as  pertain  to  the 
question  of  tariff  read   by  the   teacher.     This   may  answer 


244  Supervised  Study  in  History 

some  of  the  questions  asked  by  the  pupils  during  the  review, 
but  it  will  also  raise  additional  questions  which  may  not  have 
been  included  among  the  others. 

Since  no  information  has  been  given  in  regard  to  the  mean- 
ing of  tariflf,  excises,  revenue,  etc.,  any  new  term  should  be 
added  to  the  list  upon  the  board,  while  questions  considered 
as  answered  might  be  checked  by  the  teacher.  The  pupils 
now  have  been  led  to  realize  the  need  for  more  direct  in- 
formation concerning  some  of  the  terms  and  questions  which 
have  proved  so  puzzling.  They  therefore  should  be  directed 
to  give  careful  consideration  to  the  statements  read  by  the 
teacher.  Each  pupil  should  take  notes  on  all  points  which 
impress  him  as  important,  or  which  give  direct  information 
upon  any  of  the  questions  and  terms  written  upon  the  board. 
Boynton's  "  Actual  Government  of  New  York  "Ms  suggested 
as  a  reference  which  might  be  read  to  the  class.  The  teacher 
should  pause  from  time  to  time,  in  order  to  question  the  pupils 
upon  the  meaning  of  some  term,  to  explain  a  statement,  or 
to  answer  a  question  asked  by  a  pupil.  It  is  advisable  also 
to  call  upon  a  pupil  to  read  the  notes  he  has  written  upon  any 
of  the  points  read  or  discussed  by  the  teacher.  This  will 
test  whether  the  pupils  are  recognizing  and  noting  the  most 
important  facts. 

In  discussing  the  meaning  of  the  term  "  excises,"  attention 
should  be  called  to  the  excise  or  internal  revenue  stamps  found 
upon  certain  commodities.  The  pupils  should  be  permitted 
to  name  all  articles  upon  which  they  have  seen  these  stamps. 
A  pupil  might  be  delegated  to  find  information  concerning  the 
manner  in  which  the  government  controls  the  collection  of 
internal  revenue.  This  report  should  be  given  during  the 
1  Ginn  &  Co.,  Chapter  XX,  pp.  225-229. 


An  Habituation  Lesson  245 

review  upon  the  following  day.  Encourage  all  pupils  to 
collect  revenue  stamps,  and  note  the  article  upon  which  each 
stamp  is  found.  This  latter  makes  a  very  mteresting  page 
in  the  notebook. 

Summary  of  the  important  points  which  have  been  emphasized 
during  the  review  and  the  assignment.  The  pupils  should  now 
be  called  upon  to  state  all  points  which  were  given  special 
consideration  during  the  review  and  the  assignment.  These 
might  be  noted  upon  the  board  by  the  teacher.  Pupils 
may  thus  check  their  own  judgment  in  regard  to  what  each 
thought  was  important.  Conclude  the  assignment  by  devot- 
ing a  few  moments  to  allowing  the  pupils  to  ask  questions  upon 
any  of  the  points  summarized,  concerning  which  they  are 
uncertain.  These  questions  might  be  answered  by  the  teacher 
or  any  pupil  who  volunteers  to  answer  ;  while  pupils  requiring 
special  attention  might  be  given  the  necessary  assistance 
during  the  study  period. 

The  Study  of  the  Assignment.  —  I  or  Minimum  Assign- 
ment. Review  all  notes  written  during  the  assignment,  also 
try  to  recall  all  topics  discussed  during  the  review  and  the 
assignment.     Then  answer  the  following  questions : 

1.  What  is  tariff? 

2.  Name  the  two  kinds  of  taxes  and  explain  the  difiference 
between  them. 

3.  By  what  division  of  government  are  direct  taxes  levied? 
Who  really  pays  the  indirect  taxes  ? 

4.  What  direct  tax  has  recently  been  levied  by  our  national 
government,  and  how  was  this  made  possible  ? 

5.  What  kinds  of  revenue  tariff  were  discussed  during  this 
lesson?     Explain  each. 

6.  Why  is  tariff  necessary  to  any  successful  government  ? 


246  Supervised  Sttidy  in  Hisiory 

7.  Which  do  you  consider  more  important,  —  revenue 
tariff  or  protective  tariff  ?     Why  ? 

8.  When  did  our  nation  first  require  a  revenue  tariff  and 
why? 

//  or  Average  Assignment. 

9.  Refer  to  the  Sixteenth  Amendment  of  the  Federal  Con- 
stitution, and  study  its  contents.  Then  state  what  power 
was  granted  to  Congress  as  a  result  of  this  amendment. 

Ill  or  Maximum  Assignment. 

10.  Write  a  brief  paragraph  telling  how  and  where  tariff  is 
collected ;  or 

People  entering  our  ports  from  foreign  countries  must  have 
all  baggage  inspected  by  Custom  House  officers.  Why  is  this 
necessary?  If  you  have  ever  seen  this  done,  give  a  brief 
description  of  your  experience. 

Verification.  —  The  brief  time  remaining  at  the  close  of  the 
study  period  might  be  spent  in  allowing  the  pupils  to  state 
which  question  or  questions  seemed  the  most  difficult.  Select 
the  one  generally  considered  difficult,  and  help  the  pupils  to 
understand  this  more  fully.  All  papers  should  be  collected  in 
order  to  determine  the  kind  of  work  accomplished  by  each, 
and  the  topics  requiring  special  consideration  upon  the  next 
day.  Urge  the  pupils  to  bring  to  class  any  new  clippings 
relating  to  the  question  of  tariff. 

Suggestions  for  Further  Lessons  upon  this  Unit  of  Recita- 
tion. —  The  review  upon  the  following  day  will  determine 
whether  more  drill  should  be  given  at  this  time  upon  any  point 
considered  essential  for  an  intelligent  study  of  the  question  of 
tariff,  or  whether  new  work  may  be  attempted.  If  the  class 
is  ready  to  undertake  new  work,  question  No.  8  in  the  mini- 
mum assignment  should  receive  sufficient  attention  to  impress 


An  Habituation  Lesson  247 

the  fact  that  the  need  for  a  revenue  tariff  began  when  our 
government  was  first  established  under  the  present  Constitu- 
tion. A  brief  consideration  of  why  revenue  tariff  is  needed 
to-day  will  then  enable  the  pupils  to  realize  that  the  question 
of  tariff,  like  the  question  of  slavery  or  any  other  important 
national  issue,  has  undergone  many  gradual  changes  to  meet 
the  need  of  existing  conditions.  A  problem  then  may  be 
stated  which  \vill  require  a  study  of  the  history  of  tariff  from 
1789  until  the  present  time.     This  might  be  : 

"  What  have  been  the  conditions  under  which  the  tariff 
question  has  been  one  of  the  great  problems  before  the 
people?  " 

A  careful  study  of  Hamilton's  financial  poHcy  and  its  re- 
sults then  should  be  made.  This  will  require  a  careful  con- 
sideration of  the  circumstances  which  made  the  first  protective 
tariff  necessary.  The  history  of  the  protective  tariff,  culmi- 
nating in  the  nullification  of  South  Carolina  and  the  final 
settlement  of  the  tariff  question  at  that  time,  affords  the 
class  an  opportunity  to  study  subject  matter  which  may  be- 
come alive  with  interest. 

The  tariff  question  from  1842  to  i860  needs  only  a  general 
consideration.  The  study  of  this  unit  of  recitation  should  be 
concluded  by  giving  special  attention  to  the  tariff  question  as 
a  present-day  issue.  Current  events  should  play  an  impor- 
tant part  here.  An  occasional  socialized  recitation  will  help 
to  review  the  facts  and  keep  the  important  ideas  before  the 
minds  of  the  pupils. 

A  very  satisfactory  way  of  providing  for  a  socialized  review 
with  pupils  of  an  Eight  A  Grade  is  to  direct  each  one  to  pre- 
pare a  list  of  questions.  These  should  have  been  written 
during  the  study  period  of  the  preceding  lesson.     Since  any 


248  Supervised  Study  in  History 

pupil  may  be  called  upon  to  conduct  the  review,  these  ques- 
tions should  be  made  as  complete  as  possible.  The  pupils 
might  be  given  permission,  upon  the  following  day,  to  elect 
one  member  of  the  class  to  take  charge  of  the  lesson.  The 
pupils  particularly  enjoy  this  recognition  because  each  one 
is  given  a  chance.  The  delegation  of  responsibiHty,  through 
requiring  each  pupil  to  prepare  his  own  list  of  questions,  pro- 
duces a  wholesome  spirit  of  rivalry  among  the  pupils.  Each 
one  is  eager  to  write  questions  which  will  win  the  approval 
of  the  class  and  the  teacher  if  he  should  be  elected  by  his 
classmates  to  conduct  the  lessons. 

General  Statement  Concerning  Unit  of  Instruction  XIV.  — 
Other  units  of  recitation  suggested  under  unit  of  instruction 
XIV,  such  as  Banks,  Trusts,  the  Monroe  Doctrine,  etc.,  all 
offer  the  same  interest  and  enjoyment,  if  approached  and 
studied,  because  they  are  of  present-day  importance.  Help 
the  pupils  to  interpret  past  events  through  the  realization  of 
present-day  problems  and  conditions.  Socialize  the  work 
in  every  way  possible.  This  takes  much  of  the  forced  atten- 
tion and  effort  out  of  the  study  of  history,  and  substitutes  a 
real  pleasure  and  enjoyment  in  the  work.  Greater  effort  will 
be  made  and  better  results  attained  than  where  more  formal 
methods  are  employed.  The  completion  of  unit  of  instruc- 
tion XIV  concludes  the  portion  of  history  to  be  studied  by 
an  Eight  A  Grade. 


An  Examination  Lesson  249 

LESSON  XXXIII 

AN  EXAMINATION  LESSON 

Directions.  —  Each  pupil  is  required  to  answer  all  questions 
under  Part  I.  Additional  credit  will  be  given  to  any  pupil 
who  succeeds  in  answering  Part  II  and  any  two  questions  in 
Part  III. 

PART   I 

1.  Make  a  list  of  all  topics  studied  during  the  last  month 
which  you  consider  were  the  most  important.  (See  explana- 
tion following  this  lesson.) 

2.  Prepare  one  question  which  seems  to  you  to  be  particu- 
larly important,  in  regard  to  each  topic  contained  in  your 
answer  to  Question  No.  i. 

3.  Answer  any  two  of  your  own  questions. 

4.  Name  three  topics  upon  which  you  have  done  collateral 
reading,  and  give  the  name  of  at  least  two  books  you  have  read 
upon  each  one. 

5.  Which  topic  interested  you  the  most  and  why? 

PART   II 

6.  Consult  one  of  the  books  upon  the  table ;  find  all  the 
information  you  can  upon  the  following  topic  :  "  The  Printing 
Press."  Read  this  information  carefully,  Ust  the  pages  read, 
and  then  contrast  the  present  system  of  printing  with  that 
employed  by  Franklin. 

7.  Using  the  information  gained  in  reading  the  references 
found  upon  "  The  Printing  Press,"  apply  the  old  adage, 
"  Necessity  is  the  mother  of  invention,"  to  the  great  develop- 
ment made  in  the  methods  of  printing. 


250  Supervised  Study  in  History 

PART  III 

8.  Read  the  following  extract  very  carefully ;  then  tell  who 
delivered  this  speech  and  under  what  conditions. 

9.  Picture  in  your  own  words  the  scene  in  Congress  when 
this  great  speech  was  delivered. 

10.  Show  how  the  sentiment  expressed  in  the  portion  of  the 
speech  here  quoted  is  upheld  by  citizens  of  our  country  at 
the  present  time : 

"  When  my  eyes  shall  be  turned  to  behold  for  the  last  time 
the  sun  in  heaven,  may  I  not  see  him  shining  on  the  broken 
and  dishonored  fragments  of  a  once  glorious  Union ;  on  states 
dissevered,  discordant,  belligerent ;  on  a  land  rent  with  civil 
feuds,  or  drenched,  it  may  be,  in  fraternal  blood !  Let  their 
last  feeble  and  lingering  glance  rather  behold  the  gorgeous 
ensign  of  the  Republic,  now  known  and  honored  throughout 
the  earth  —  not  a  stripe  erased  or  polluted,  nor  a  single  star 
obscured ; .  .  .  but  everywhere,  spread  all  over  in  characters 
of  living  light  .  .  .  that  .  .  .  sentiment  dear  to  every  true 
American  heart,  —  Liberty  and  Union,  now  and  forever,  one 
and  inseparable !  " 

General  Statement  Concerning  this  Type  of  Examination. 
—  The  above  lesson  has  not  been  planned  with  any  particular 
grade  in  mind.  It  is  simply  illustrative  of  the  kind  of  ques- 
tions which  might  be  included  in  any  examination  planned  by 
the  teacher.  Fact  questions  alone  have  purposively  been 
omitted.  The  purpose  of  an  examination  will  largely  deter- 
mine the  type  of  question  which  should  predominate.  If 
teachers  desire  to  test  pupils  upon  their  ability  to  answer  facts 
alone,  then  fact  questions  only  will  be  found  in  the  examinations 
given.  Pupils  who  are  tested  by  this  type  of  examination  are 
being  tested  only  in  their  power  to .  memorize.     The  value 


An  Examination  Lesson  251 

of  developing  this  power  is  recognized,  but  is  it  not  equally 
important  to  test  the  ability  of  our  pupils  to  reason  and  think 
independently,  to  estimate  the  value  of  facts  studied,  and 
to  appreciate  some  of  the  great  events  of  the  past  ?  In  plan- 
ning examinations  which  will  test  powers  other  than  memory, 
questions  might  be  provided  which  would  require  a  knowledge 
of  facts  as  a  basis  upon  which  further  thinking  and  reasoning 
must  depend. 

In  a  sense  every  lesson  planned  according  to  methods  of 
supervised  study  is  an  Examination  Lesson.  The  pupils  are 
constantly  being  tested  through  the  various  requirements 
in  the  several  types  of  lessons  taught.  Both  pupils  and 
teacher,  however,  derive  much  benefit  from  Examination 
Lessons  given  at  certain  intervals.  These  lessons  should  be 
planned  and  conducted  in  such  a  manner  that  pupils  will  not 
be  placed  at  a  great  disadvantage  through  fear  of  not  accom- 
plishing the  work  successfully.  If  ratings  are  based  upon 
regular  daily  class  work  as  well  as  upon  examinations,  pupils 
will  accomplish  more  and  the  results  will  be  more  satisfactory. 

Lessons  of  this  type  might  be  given  whenever  the  teacher 
considers  it  advisable.  If  pupils  are  not  informed  in 
advance  and  are  not  required  to  review  every  fact  studied, 
the  dread  and  uncertainty  of  success  will  largely  be  re- 
moved. The  daily  review  of  all  topics  studied  in  previous 
lessons  and  the  summaries  at  the  end  of  each  unit  of  recita- 
tion, through  the  means  of  socialized  recitations,  are  constantly 
testing  the  thoroughness  with  which  the  pupils  are  acquiring 
information.  The  Examination  Lesson  may  then  become  a 
period  during  which  the  teacher  tests  the  ability  of  the  pupils 
in  the  power  they  have  gained  as  a  result  of  daily  instruction 
along  all  lines.     A  suitable  time  for  such  a  lesson  would  be  at 


252  Supervised  Study  in  History 

the  completion  of  the  study  of  certain  units  of  recitation ;  or, 
if  given  at  longer  intervals,  at  the  close  of  the  work  on  a  unit 
of  instruction.  The  intervals  should  be  frequent  enough  to 
prevent  pupils  from  dreading  such  lessons. 

The  temptation  on  the  part  of  any  pupil  to  copy  or  ask  help 
of  another  will  be  largely  eliminated  when  pupils  discover 
that  each  question  requires  the  best  thought  and  effort  of  each 
individual.  When  it  is  understood  that  ideas  and  opinions 
are  required,  as  well  as  facts,  pupils  will  begin  to  have  more 
confidence  in  their  own  opinions.  Originality  of  thought  and 
expression  will  then  be  asserted  and  the  teacher  will  no  longer 
judge  the  individual  pupil  by  false  standards. 

An  Analysis  of  the  Questions  Contained  in  this  Examination. 
—  The  questions  in  Part  I  constitute  the  minimum  require- 
ment of  the  class.  The  majority  of  the  pupils  in  the  inferior 
group  will  accomplish  only  this  part  of  the  examination.  They 
should  not,  however,  be  prevented  from  attempting  Parts  II 
and  III,  if  they  are  able  to  do  so.  Always  insist  upon  the  pupils 
giving  special  attention  to  the  quality  of  the  work  done,  rather 
than  the  quantity  alone.  Parts  II  and  III  are  provided  for 
those  pupils  who  are  able  to  accomplish  more  than  the  mini- 
mum requirement  in  the  specified  time.  Papers  should  be 
rated  upon  the  amount  accomplished.  An  excellent  paper 
which  covered  only  the  minimum  requirement  might  be  rated 
*'  A  minus  "  ;  "  A  "  might  designate  an  excellent  paper  of  the 
average  requirement,  while  "  A  plus  "  would  indicate  an 
excellent  paper  of  the  maximum  requirement.  (Any  other 
device  a  teacher  wishes  to  employ  would  serve  the  purpose, 
as,  for  example,  using  different  colored  pencils  to  indicate  the 
portion  accomplished.) 

Let  us  now  consider  carefully  the  nature  of  each  question. 


An  Examination  Lesson  253 

PART   I 

Question  No.  i  demands  a  review  and  summary  of  all  topics 
studied  during  the  period  indicated  by  the  question.  (Teachers 
should  make  this  period  more  definite  than  can  be  done  in  a 
question  of  this  general  character.)  Both  memory  and  judg- 
ment are  required  to  answer  this  question. 

Question  No.  2  also  requires  the  exercise  of  memory  com- 
bined with  reason  and  judgment. 

Question  No.  3  demands  an  accurate  knowledge  of  facts. 
Pupils  are,  however,  given  an  opportunity  to  exercise  initiative 
in  the  selection  made  by  each  one.  If  teachers  feel  that  better 
results  will  be  secured  in  this  work,  No.  3  might  be  written 
as  follows:  Answer  questions  3  and  5.  Certain  numbers 
might  be  inserted  in  the  blank  space,  by  the  teacher,  after  the 
pupils  have  prepared  the  questions  and  are  ready  to  answer 
No.  3.  Individuality  is  a  strong  factor  in  this  kind  of  test 
question,  since  each  pupil  is  required  to  do  independent  work. 

Question  No.  4  tests  the  scope  of  information  gained  by 
the  individual  pupil.  Again,  the  teacher  might  make  this 
more  definite  by  giving  a  list  of  topics  upon  which  collateral 
reading  had  been  required. 

Question  No.  5  gives  the  pupil  an  opportunity  to  express 
his  enjoyment  and  interest  in  any  question  studied.  It 
also  aids  the  teacher  to  understand  each  individual  pupil. 
It  is  through  such  opportunities  that  teachers  are  enabled 
more  accurately  to  determine  the  love  and  appreciation  of 
history,  which  differs  greatly  with  each  individual. 

PART   II 

Question  No.  6  tests  the  power  of  the  individual  pupil  to 
locate  successfully  information  upon  a  dcfmile  topic,  and  to 


254  Supervised  Study  in  History 

organize  the  ideas  obtained  in  order  to  contrast  accurately 
the  two  systems  above  mentioned.  In  work  of  this  kind, 
material  which  is  new  to  the  pupils  should  be  selected  by  the 
teacher.  This  produces  a  situation  similar  to  that  in  the  class- 
room when  thought  is  required  upon  new  topics.  The  teacher 
can  thus  better  determine  the  power  the  pupils  are  gaining  in 
understanding  the  thought  expressed  on  the  printed  page. 

Question  No.  7  aids  the  teacher  in  testing  the  abiUty  of  the 
individual  pupil  to  apply  a  definite  idea  or  principle  to  cer- 
tain facts.     The  ability  to  reason  is  here  very  essential. 

PART   III 

Question  No.  8  demands  an  accurate  knowledge  of  facts. 
These  facts,  however,  are  associated  with  a  concrete  situation, 
which  thus  makes  them  seem  more  real  to  the  pupils. 

Question  No.  9  again  requires  an  accurate  knowledge  of 
facts.  Special  provision  is  also  made  for  self-expression, 
through  a  vivid  portrayal  of  the  scene  referred  to  in  the  quo- 
tation. 

Question  No.  10  requires  a  deep  sense  of  appreciation  and 
understanding  of  the  meaning  expressed  in  the  quotation. 
It  tests  the  pupil's  ability  to  interpret  the  thought  expressed 
by  another,  in  the  light  of  present-day  situations. 

Each  of  these  three  questions  necessitates  careful  thought 
and  wise  judgment.  The  fact  that  pupils  are  given  an 
opportunity  to  answer  any  two  of  the  three  questions,  tests 
their  power  of  discrimination,  as  well  as  the  knowledge  of 
facts. 

The  Value  of  this  Type  of  Examination.  —  Such  an  examina- 
tion aims  then  to  test  the  power  of  the  individual  along  the 
following  lines : 


A7t  Examination  Lesson  255 

1.  To  exercise  initiative  or  individuality. 

2.  To  gain  accurate  information. 

3.  To  organize  ideas. 

4.  To  apply  ideas. 

5.  To  make  independent  decisions. 

6.  To  recall  facts  accurately. 

We  therefore  are  testing  the  ability  of  the  individual  to 
study  independently.  The  accomplishment  of  this  aim  is  the 
chief  purpose  of  supervised  study. 


APPENDIX 

THE  PUPILS'  VIEWPOINT  CONCERNING   SUPERVISED 

STUDY 

There  is  often  no  better  way  to  determine  the  actual  success  or 
failure  of  any  schoolroom  procedure  than  to  base  one's  judgment  on 
the  point  of  view  of  the  pupils  themselves.  Even  young  children 
are  capable  of  making  very  fair  judgments  The  frank,  unbiased 
opinion  of  a  child  is  certainly  worth  consideration. 

The  statements  contained  in  the  following  pages  are  extracts 
from  papers  written  by  pupils  of  Seven  B  to  Eight  A  Grades  inclu- 
sive, who  have  had  the  opportunity  to  study  history  according  to 
methods  employed  in  supervised  study  in  the  Washington  Junior 
High  School,  Rochester,  N.  Y.  In  all  classes  the  pupils  were 
unanimous  in  their  approval.  They  were  entirely  unconscious  of 
any  use  to  be  made  of  these  comments,  and  were  asked  simply  to 
write  their  opinions  of  supervised  study,  telling  why  they  liked  it 
or  did  not  like  it.  No  attempt  was  made  in  any  way  to  influence 
these  opinions. 

The  statements  quoted  would  seem  to  give  conclusive  proof 
that  these  pupils  at  least  found  real  benefit  and  actual  enjoyment 
in  their  study  of  history.  The  genuine  satisfaction  to  the  pupils 
who  so  readily  recognize  the  advantages  derived  from  this  kind  of 
study  does  much  toward  convincing  us  that  any  effort  we  may  make 
along  these  lines  will  be  worth  while. 

"MY   OPINIONS   OF   SUPERVISED   STUDY" 

Grade,  —  Seven  B 

I.   "I  like  supervised  study  because  we  have  a  certain  time  for 
review,  assignment,  and  study.     In  our  review,  the  teacher  asks 
s  257 


258  Appendix 

us  questions  about  the  work  we  did  the  day  before.  In  our  assign- 
ment, she  explains  the  different  things  we  are  to  study.  When 
time  is  called  we  are  ready  for  our  study  period.  The  study  period 
is  very  interesting.  In  this  way  I  have  learned  to  use  a  book  cor- 
rectly.    I  think  it  is  really  playing  a  game." 

2.  "The  reason  why  I  like  supervised  study  is  because  the  lesson 
starts  at  a  certain  time  and  ends  at  a  certain  time ;  and  we  always 
know  what  to  do.  I  also  like  it  because  the  teacher  first  explains 
the  lesson  and  makes  it  more  definite.  It  now  is  easy  to  find  the 
pages  in  the  book.  I  think  that  I  learn  more  in  this  way.  In  our 
review  the  teacher  and  pupils  ask  questions  about  the  lesson  we 
studied  the  day  before." 

3.  "  I  like  this  method  because  we  have  just  so  many  minutes  for 
one  thingand  we  cannot  waste  time.  It  saves  time,  and  when  assign- 
ment comes  everything  is  explained  and  there  are  really  no  ques- 
tions to  ask.  It  helps  us  to  do  our  work  more  smoothly,  and  we 
know  our  work  from  day  to  day  by  reviewing.  If  we  find  anything 
in  our  study  period  that  is  difficult,  we  can  look  it  up  in  our  History 
or  get  some  help  from  our  teacher.  What  I  like  best  is  our  discus- 
sion in  reviewing." 

4.  "I  like  this  plan  because  it  is  definite,  and  because  with  just 
a  little  help  we  can  go  to  work.  What  we  have  to  study  is  on  the 
board,  and  we  all  like  to  be  time-keeper.  Also,  the  teacher  doesn't 
have  to  tell  us  what  to  do,  and  so  there  is  more  time  for  study.  We 
also  know  just  how  much  time  to  spend  on  each  subject.  It  has 
taught  me  how  to  use  a  book." 

5.  "The  reason  I  like  this  method  is  because  our  teacher  doesn't 
have  to  take  so  much  time  to  explain  what  we  are  to  do,  and  we 
have  more  time  for  study.  It  is  interesting  to  be  time-keeper. 
When  you  have  somebody  to  call  time,  it  teaches  you  to  be  quick 
and  thoughtful." 

6.  "I  like  supervised  study  because  it  is  more  practical.  We 
have  a  certain  time  for  each  topic.  It  is  also  more  accurate  and 
interesting.  The  study  of  the  Greeks,  Romans,  Columbus,  Balboa, 
Magellan,  and  Alexander  the  Great,  was  much  more  interesting  in 
the  program  we  now  have  than  any  other  way  we  have  had.  We 
have  a  certain  time  for  review,  assignment,  study,  and  verification. 


Appendix  259 

In  this  way  we  get  done  on  time  and  learn  more.  We  have  a  differ- 
ent time-keeper  for  each  topic.  Our  program  is  definite.  It  has 
also  taught  us  how  to  use  a  book." 

7.  "I  like  this  plan  because  it  is  easy  to  understand,  and  you 
learn  more  in  less  time.  In  supervised  study  the  pupils  do  more 
work  than  the  teacher,  which  is  very  good.  Every  day  some  pupil 
has  the  responsibihty  of  calling  'Time.'  This  makes  the  pupils 
more  alert." 

8.  "The  thing  I  like  about  this  plan  is  that  when  we  come 
to  class  in  the  morning  we  know  what  we  are  going  to  do  in  our 
study,  and  the  amount  of  time  we  may  have  for  each  part  of  the 
lesson.  Everything  goes  with  a  system,  and  this  is  the  main 
part." 

9.  "I  like  supervised  study  because  the  review  is  very  interest- 
ing. I  like  to  be  time-keeper.  I  like  the  plan  because  we  have 
a  definite  time  for  each  subject.  We  work  on  a  schedule.  I  have 
also  learned  how  to  use  a  book." 

Gr.\de,  —  Seven  A 

1.  "I  think  most  ever>'one  likes  the  way  we  study.  The  way 
we  study  is  known  as  supervised  study.  By  supervised  study,  we 
mean  the  teacher  and  pupils  studying  together.  The  teacher 
has  a  schedule  written  on  the  board.  This  is  marked  off  with 
each  kind  of  work.  It  gives  the  time  for  each  part.  There  are 
also  names  of  children  who  keep  time,  and  when  the  time  is  up,  he 
or  she  calls  'Time,'  and  in  this  way,  we  know  just  when  to  stop." 

2.  "Supervised  study  requires  the  cooperation  of  the  pupils  and 
the  teacher.  In  the  review  we  have  the  lesson  that  we  prepared 
and  some  things  that  lead  up  to  the  new  lesson.  After  a  pupil  has 
finished  reciting,  the  pupils  who  have  any  corrections  or  additions 
to  make,  stand.  The  pupil  who  recited  calls  them  by  name,  and 
they  give  the  correction  or  addition.  In  a  socialized  recitation, 
you  are  also  permitted  to  ask  questions. 

"  The  way  in  which  I  think  it  helps  the  pupils  a  great  deal  is,  for 
instance,  when  wc  have  our  review,  we  often  have  a  socialized  reci- 
tation.    This  brings  in  corrections  and  the  pupil  realizes  his  or 


26o  Appendix 

her  mistakes.  If  we  did  not  have  this  recitation,  the  pupil  would 
not  know  if  his  answers  were  correct  or  incorrect.  Another  example 
is,  when  we  have  our  study  period,  we  have  it  in  the  room.  This 
also  helps  the  child  a  great  deal.  In  case  the  pupil  does  not  under- 
stand something,  or  cannot  find  a  certain  thing,  the  teacher  can 
help  him.  If  he  were  to  study  at  home,  he  would  not  be  able  to 
find  his  lesson  or  understand  it.  These  examples  show  you  why  I 
like  supervised  study." 

3.  "I  like  supervised  study  because  we  have  a  certain  period 
for  review,  assignment,  etc.  Everything  is  not  mixed.  We  have 
opportunities  to  write  questions  and  pass  them  to  someone.  The 
questions  are  numbered,  and  the  person  whose  number  is  called 
stands,  reads  the  question,  and  answers  it.  If  any  corrections  or 
additions  are  to  be  made,  the  pupils  stand.  They  are  called  upon 
by  name,  and  they  tell  what  they  think  is  right.  I  like  to  study  in 
school  because  if  you  are  in  doubt  about  any  topic,  you  can  ask  the 
teacher,  who  either  gives  you  a  reference  or  tells  you  about  it. 
My  opinion  of  supervised  study  is  that  it  has  helped  me  a  great 
deal." 

4.  "As  the  Seven  A  Grade  comes  to  the  history  period,  each 
turns  his  head  to  the  board  to  see  if  he  has  been  appointed  to  be  one 
of  the  time-keepers.  This  and  the  socialized  recitation  have  made 
the  pupils  eager  to  come  to  the  History  room,  and  enjoy  an  hour  and 
a  half.  The  socialized  recitation  has  proved  good  in  many  ways, 
especially  in  the  criticizing  part.  It  gives  the  pupils  a  chance  to 
answer,  criticize,  and  add  further  points  until  the  whole  topic  is 
digested  thoroughly.  Supervised  study  is  better  than  having  the 
pupils  study  at  home,  because  the  pupil  studies  hard  and  knows 
in  half  an  hour  more  than  he  would  study  at  home  in  an  hour. 
Also,  it  is  a  fair  way ;  everyone  has  the  same  time  to  study,  and  if 
they  studied  at  home,  some  could  probably  have  time  to  study  for 
two  hours  and  some  for  only  one  hour.  I  think  I  have  gained 
twice  as  much  under  the  supervised  study  and  socialized  recitation 
as  I  would  have  gained  if  we  had  not  had  them." 

5.  "My  opinion  of  supervised  study  is  that  I  think  it  is  the  best 
and  easiest  way  to  study.  It  seems  like  a  game  and  not  like  a 
lesson.     You  are  always  wondering  if  you  will  be  able  to  answer 


Appendix  261 

your  question  correctly.  The  charts  which  tell  when  each  lesson 
should  be  finished  are  prepared  by  the  teacher  before  the  class  comes 
in.  This  helps  to  show  when  one  part  of  the  lesson  is  finished,  and 
a  pupil  then  calls  'Time.'  The  charts  which  show  us  what  to 
study  are  very  useful,  because  we  know  when  we  read  them  just 
what  to  study." 

6.  "Supervised  study  interests  each  boy  or  girl  in  any  subject. 
For  instance,  if  a  teacher  gives  his  class  history  books  and  says, 
'Read  from  page  226  to  239,'  the  pupils  turn  over  the  pages  in  the 
book  looking  for  interesting  pictures.  If  they  don't  see  any,  they 
look  over  the  whole  book  until  the  time  given  is  up.  Next  day 
when  the  teacher  calls  on  a  pupil  to  answer  questions  concerning 
which  they  were  to  have  read  the  preceding  day,  the  pupil  doesn't 
know  anything  about  it.  In  supervised  study,  the  teacher  gives 
certain  references,  explains  to  the  pupils  what  they  are  to  read 
about,  and  next  day,  in  the  review  period,  the  pupils  answer  all 
the  questions  easily." 

7.  "I  like  the  supervised  study  system  better  than  the  other 
kind  of  study  for  these  three  reasons.  First,  because  we  cooperate 
with  the  teacher  and  in  this  way  carry  out  our  school  motto, 'Do 
in  Cooperation.'  Another  reason  is  that  when  we  have  a  socialized 
recitation,  a  pupil  who  wishes  to  find  out  something  which  he  does 
not  understand,  can  question  the  pupil  who  is  reciting ;  or,  some- 
times, the  pupil  who  is  reciting  has  not  given  enough  on  the  topic. 
Pupils  may  then  stand  and  add  something  which  that  pupil  has  not 
given ;  so  you  see  if  the  pupil  listens  to  the  additions  or  corrections, 
he  will  be  able  to  give  a  much  better  recitation  the  next  time  he  is 
called  upon.  The  third  reason  is,  in  our  schedule  thirty  or  more 
minutes  are  given  for  study,  while  in  unsupervised  study,  the  pupils 
have  to  study  at  home  all  by  themselves,  which  is  very  tiresome." 

8.  "My  opinions  are  high  of  supervised  study  and  the  socialized 
recitation.  It  not  only  teaches  the  pupil  to  answer,  but  it  teaches 
him  to  ask  questions.  The  work  is  carried  on  in  a  systematic  way, 
and  is  all  done  under  the  supervision  of  the  teacher." 

9.  "When  we  have  a  socialized  recitation  and  know  we  are  going 
to  have  it,  I  think  all  the  students  put  forth  an  extra  effort  in  the 
study  period.     The  assignment  is  also  very  interesting,  because  a 


262  Appendix 

problem  in  to-day's  lesson  may  lead  to  another  in  to-morrow's 
lesson.  I  never  enjoyed  history  or  geography.  They  were  always 
my  hardest  subjects.  This  last  term  I  have  enjoyed  them  very 
much,  just  because,  I  think,  of  the  supervised  study." 

10.  "I  have  enjoyed  supervised  study  very  much.  The  reason 
I  enjoy  it  is  because  you  can  correct  other  people's  mistakes.  You 
can  learn  more  by  listening  to  the  recitation  of  others,  and  you 
gain  much  more  than  by  writing  your  own  thoughts  on  paper  when 
other  people  have  thoughts  that  you  do  not  have.  I  enjoy  our 
study  period  much  more  than  I  used  to  because  the  teacher  comes 
around  and  explains  things  in  history,  which  we  do  not  understand." 

11.  "In  our  study  period  we  usually  have  some  questions  to 
answer  which  we  look  up  in  our  history  books.  If  we  do  not 
understand  them,  we  raise  our  hands  and  the  teacher  comes  to 
our  seats,  and  we  tell  her  what  the  trouble  is.  She  explains  it  and 
then  we  can  go  on  studying." 

12.  "The  pupils  have  a  period  of  study  with  no  reciting  to  con- 
fuse them.  When  the  assignment  comes,  they  all  have  a  chance 
to  work  at  it,  thus  causing  no  confusion  as  when  half  of  the  class 
studies  and  the  other  half  recites." 

Grade,  —  Eight  B 

1.  "When  we  come  into  the  room  in  the  morning,  our  teacher 
has  something  on  the  board.  It  is  a  plan  of  the  lesson  for  the  day. 
The  first  thing  on  the  program  is  the  review.  The  review  consists 
of  the  work  done  the  day  before.  The  time  for  review  is  from  fif- 
teen to  twenty  minutes.  The  teacher  gives  us  our  assignment. 
The  assignment  consists  of  the  work  for  the  study  period.  The 
teacher  explains  the  assignment,  and  that  helps  us  in  the  next 
lesson. 

"The  teacher  gives  us  facts  leading  up  to  the  next  lesson.  The 
next  work  is  the  study  period,  and  our  teacher  gives  us  not  more 
than  forty-five  minutes  of  this.  During  the  study  period,  we 
prepare  our  lesson  for  the  next  day." 

2.  "Supervised  study  is  studying  with  the  help  of  the  teacher. 
There  is  a  program  on  the  board  of  the  things  we  are  to  accomplish 


Appendix  263 

in  the  given  time.  When  we  have  a  socialized  lesson,  we  make  up 
questions ;  a  chairman  is  elected,  and  all  the  questions  are  passed 
over  to  him.  He  reads  them,  and  the  ones  who  can  answer,  stand. 
The  chairman  calls  upon  one,  and  if  the  rest  disagree,  they  stand 
again.  If  they  disagree  a  second  time,  it  is  left  to  the  judges  to 
settle.     The  judges  are  appointed  by  the  teacher. 

"  I  like  supervised  study  because  it  teaches  us  to  be  independent, 
and  to  be  able  to  help  ourselves  in  other  lessons  and  things  outside 
of  school.  It  is  also  very  interesting  to  be  able  each  day  to  find  our 
own  answers." 

3.  "Supervised  study  is  very  helpful  to  the  pupil  because  it  is 
under  the  supervision  of  the  teacher.  She  can  teach  the  pupil  how 
to  study  in  school,  while  if  doing  it  alone,  it  is  more  difficult  and  less 
interesting.  The  daily  program  with  the  time-keepers  helps  to 
keep  up  interest  through  the  period. 

"We  first  review  the  previous  work,  which  often  leads  to  the  new 
topic.  The  teacher  then  makes  the  assignment.  It  helps  to  solve 
the  new  problem.     All  the  studying  is  done  in  school. 

"There  are  three  kinds  of  lessons  which  we  enjoy.  The  first  is 
the  studying  of  a  new  topic.  The  second  is  a  socialized  lesson,  in 
which  everyone  prepares  questions  on  some  review  topic.  Each  one 
has  a  chance  to  ask  his  questions  and  have  them  answered.  This 
is  all  done  in  school.  The  third  kind  of  lesson  is  a  Red  Letter  Day 
Program.  Many  days  before,  the  teacher  tells  the  names  of  the 
men  about  whom  we  are  to  know.  Many  pupils  look  in  magazines, 
books,  and  papers,  both  at  home  and  at  the  library,  for  informa- 
tion about  them.  We  have  had  Red  Letter  Days  on  Lincoln, 
Grant,  and  Lee,  and  many  others." 

4.  "Supervised  study  means  study  which  is  supervised  by  the 
teacher.  I  like  supervised  study,  because  it  gives  the  pupil  a 
chance  to  ask  a  question  or  to  be  helped  by  the  teacher.  Otherwise, 
the  pupil  has  to  study  at  home  and  does  not  get  a  chance  to  ask 
questions  unless  somebody  in  his  home  has  a  practical  knowledge  of 
the  subject." 

5.  "Supervised  study  is  study  work  that  the  pupil  really  does 
himself,  thus  afTording  him  better  knowledge  of  the  lesson  assigned 
him,  but  all  this  is  done  under  the  supervision  of  the  teacher. 


264  Appendix 

According  to  my  opinion  of  this  study  work,  I  think  it  is  very  good, 
because  it  is  efficient,  systematic,  and  a  very  excellent  way  of  help- 
ing the  pupil  to  remember  what  he  has  learned." 

6.  ''What  is  supervised  study?  Supervised  study  is  study 
supervised  by  the  teacher.  We  have  a  program  for  the  period. 
Each  topic  on  the  program  has  a  time  limit,  so  that  we  take  in  all 
the  topics  for  that  day.  We  have  a  time-keeper  to  see  when  the 
time  is  up  for  that  topic.  Each  day's  lesson  is  divided  into  three 
parts :  review,  assignment,  and  study.  In  the  review,  we  review 
all  the  work  that  leads  up  to  the  new  topic.  The  assignment  is  in 
charge  of  the  teacher,  during  which  the  topics  for  the  next  day's 
review  are  given.  We  then  study  the  topic  assigned  by  the 
teacher.  When  we  meet  a  difficult  problem,  the  teacher  gives  us 
assistance." 

7.  "A  Red  Letter  Day  is  all  that  its  name  implies.  A  certain 
great  man  or  men  of  the  past  or  present  are  discussed.  The  class 
collects  all  data  upon  the  subject,  such  as  newspaper  clippings, 
magazine  articles,  books,  etc.,  and  a  full  report  is  made  of  this 
research  in  class.  This  plan  has,  according  to  my  estimate,  an 
advantage  over  other  plans.  It  allows  the  pupil  to  do  research 
work.  It  also  has  the  advantage  of  always  having  the  teacher  to 
help  the  pupil.     It  also  does  away  with  night  work." 

8.  "I  like  supervised  study  because  we  have  a  certain  length  of 
time  set  aside  for  each  subject.  This  is  more  orderly,  and  we 
get  through  with  our  lessons  more  quickly.  Each  pupil  knows 
that  he  has  a  certain  length  of  time  in  which  to  do  his  work.  They 
all  work  quickly  and  quietly,  each  one  intent  upon  doing  as  much 
as  he  can  in  the  time  allowed  him.  This  way  of  studying  is  almost 
like  a  game  and  interests  everyone." 

Grade,  —  Eight  A 

I.  "I  think  supervised  study  is  better  than  unsupervised  study. 
First,  because  the  pupils  and  the  teacher  study  out  the  new  lesson 
in  the  classroom ;  otherwise,  we  would  have  to  take  our  work 
home.  Second,  when  we  stand  up  after  someone  has  recited,  we 
can  add  something,  or  ask  that  person  questions.     Each  pupil  is 


Appendix  265 

given  a  chance  to  ask  questions  and  add  to  a  recitation.  This 
gives  all  the  pupils  more  knowledge.  Otherwise,  the  teacher 
might  not  think  of  some  questions  and  additions,  and  the  pupil 
would  not  know  the  thoughts  other  children  have." 

2.  "  Reasons  why  I  like  supervised  study.  It  is  more  systematic, 
the  mind  works  in  an  orderly  way,  and  you  accomplish  more  by 
having  a  definite  time  for  your  work.  Socialized  recitations  are 
beneficial  to  the  class  because  each  person  may  express  his  ideas 
and  thoughts  about  the  subject,  and  at  the  same  time  he  improves 
his  English  and  speaking  ability,  for  if  he  is  bashful  but  has  some- 
thing to  say,  he  will  try  to  do  it.  Sometimes  when  questions  are 
asked,  the  teacher  tells  us  where  we  may  find  more  information 
than  has  been  given  in  class.  As  we  are  anxious  to  know  about 
it,  we  try  to  get  all  the  information  we  can.  This  gives  us  a 
wider  scope  of  knowledge. 

"It  is  not  putting  too  much  time  in  one  thing  and  none  in  the 
other.  It  requires  self-poise  and  self-control,  which  are  very 
essential  to  the  person  who  wants  to  climb  the  ladder  of  success, 
and  in  supervised  study  you  get  it." 

3.  "I  think  it  is  a  very  good  way  to  study.  It  makes  the  work 
easier  and  saves  home  work.  It  is  wise  to  have  a  review  of  the 
previous  day's  work  in  order  to  understand  the  new  work.  Also 
it  is  good  to  have  a  certain  time  for  assignment,  when  the  teacher 
can  help  the  pupil  if  he  is  puzzled  with  some  difficult  question. 
The  socialized  recitation  keeps  everyone  alert  and  quick  to  see  if 
the  pupil  reciting  has  made  any  mistakes.  Last  but  not  least  is 
the  study  period,  which  the  pupil  uses  to  study  new  work,  write 
up  notes  and  review  some  difficult  work.  Summed  up,  it  gives  each 
pupil  an  equal  footing  with  the  other  pupils." 

4.  "I  think  that  supervised  study  is  probably  the  best  way  of 
helping  a  pupil  in  any  of  his  classes.  It  teaches  him  to  help 
himself  in  trying  to  work  out  problems." 

5.  "I  think  supervised  study  is  essential  to  the  pupil.  Our 
assignments  are  studied  very  carefully  with  our  teacher's  help,  and 
the  next  day  we  are  prepared  to  review.  Also,  the  time  schedule 
is  a  very  systematic  means  of  economizing  time.  It  also  teaches 
the  pupil  to  study  earnestly  and  carefully.     We  have  socialized 


266  Appendix 

recitations  which  enable  us  to  learn  different  opinions  from  our 
classmates.  With  supervised  study  there  is  no  home  work  to  be 
done  unless  done  voluntarily." 

6.  "My  opinion  of  supervised  study  is  that  this  plan  is  a  very 
good  one.  The  thing  that  seems  very  convenient  in  a  lesson  is  the 
lesson  schedule.  It  gives  a  pupil  who  has  been  absent  the  previous 
day  a  chance  of  knowing  what  lesson  was  studied  then.  This 
lesson  schedule  contains  the  amount  of  time  which  we  have  for 
review,  assignment  and  study  work." 

7.  "I  think  that  supervised  study  has  all  the  advantages  over 
the  other  way.  If  you  don't  understand,  it  can  be  explained  and 
everybody  gets  the  benefit  from  it.  There  is  also  the  socialized 
recitation.  This  helps  the  children  to  be  alert,  to  know  when  a 
mistake  is  made,  and  to  stand  and  correct  or  add  to  the  other's 
recitation.  By  reviewing,  we  do  not  forget  the  work  taken  up 
on  the  previous  day,  and  thus  keep  up  the  work  from  day  to 
day." 

8.  "In  my  opinion  supervised  study  is  very  beneficial  to  the 
pupil.  For  instance,  there  is  the  lesson  program,  which  is  put  upon 
the  blackboard.  There  are  time-keepers  for  certain  topics,  such  as 
review,  assignment  and  study.  In  this  way  it  gives  us  time  for 
each  topic,  whereas,  if  we  didn't  have  supervised  study,  we  would 
probably  take  most  of  the  time  for  one  topic,  and  so  have  little 
time  for  the  others.  Therefore,  only  two  or  three  topics  would  be 
covered,  and  the  other  topics  would  be  left  for  the  next  day,  and 
so  on,  day  after  day.  At  the  end  of  the  term,  the  course  would 
not  be  completed. 

"Socialized  recitations  enable  us  to  see  and  correct  our  errors. 
The  study  time  in  school  gives  us  more  time  at  home  for  play, 
fresh  air,  and  many  things  that  have  to  be  done.  We  have  the 
advantage  of  having  many  different  kinds  of  books  from  which  to 
study,  where,  if  we  had  to  study  at  home,  we  might  have  only  one 
or  two  books." 

9.  "Supervised  study  has  greatly  helped  me  in  my  work  in  his- 
tory for  this  reason :  When  a  pupil  recites  in  any  subject,  the  one 
to  correct  him  is  his  own  classmate.  This  gives  a  pupil  a  chance 
to  learn  his  mistakes,  and  also  for  the  pupils  themselves  to  learn  the 


Appendix  267 

subject  better.  Another  important  factor  in  my  study  of  history 
is  that  when  I  enter  the  room,  all  that  I  have  to  do  is  to  look  on  the 
lesson  program,  and  know  the  work  that  I  must  do.  The  lesson  pro- 
gram consists  of  the  following :  first,  review ;  second,  assignment ; 
third,  study." 


BIBLIOGRAPHY 

References  Mentioned  in  This  Manual 

I 

Texts  to  be  Used  by  the  Pupils 

Ashley.     "American  History."     Macmillan,  191 7. 

Atkinson.     "The  European  Beginnings  of  American  History."     Ginn 

&  Co.,  1912. 
Bassett.     "The  Plain  Story  of  American  History."     Macmillan,  1916. 
Beard-Bagley.     "  The  History  of  the  American  People."     Macmillan, 

1918. 
Bourne  &  Benton.     "Introductory  American  History."    D.  C.  Heath 

&  Co.,  1913. 
Bourne  &  Benton.     "History  of  the  United  States."     D.  C.  Heath  & 

Co.,  1913. 
Boynton.     "Actual  Government  of  New  York."     Ginn  &  Co.,  1911. 
Channing.     "Students'  History   of  the  United   States."     IMacmillan, 

1916. 
Dickson.     "American   History   for   Grammar   Schools."     Macmillan, 

1916. 
FiSKE.     "History  of  the  United  States."     Houghton  Mifflin  Co.,  1907. 
GoRDY.     "American  Beginnings  in  Europe."     Scribner's  Sons,  191 2. 
GoRDY.     "A  History  of  the  United  States."     Scribner's  Sons,  1899. 
Mace.     "  School  History  of  the  United  States."    Rand,  McNally  &  Co., 

1904. 
McLaughlin  &  Vantine.     "A  History  of  the  United  States."    Apple- 
ton,  1915. 
Montgomery.     "Leading  Facts  of  American  History."     Ginn  &  Co., 

1910. 
Mowry.     "First  Steps  in  the  History  of  England."    Silver,  Burdelt  & 

Co.,  1902. 

269 


270  Bibliography 

MowRY.  "Essentials  of  United  States  History."  Silver,  Burdett  & 
Co.,  1911. 

NroA.     "Dawn  of  American  History  in  Europe."     Macmillan  Co.,  1915. 

WooDBURN  &  MoRAN.  "Introduction  to  American  History."  Long- 
mans, Green  &  Co.,  1916. 

WooDBURN  &  MoRAN.  "  Elementary  American  History  and  Govern- 
ment."    Longmans,  Green  &  Co.,  1914. 

II 

References  for  Collateral  Reading  for  the  Use  of  the  Pupils 

Bancroft.     "History  of  the  United  States."    Appleton,  1895. 

Burgess.     "Reconstruction."     Scribner's  Sons,  1902. 

Coffin.     "Building  of  the  Nation."     Harper,  1902. 

Elson.     "History  of  the  United  States."     Macmillan,  1904. 

Fiske.     "Old  Virginia  and  Her  Neighbors,"  Vol.  I.     Houghton  Mifflin 

&  Co.,  1897. 
Guerber.     "Story  of  the  Great  Republic."    American  Book  Co.,  1899. 
Hart.     "  Source  Readers  in  American  History,"  Vol.  I-IV.     Macmillan, 

1902. 
Higginson.     "A  Book  of  American  Explorers."    Longmans,  Green  & 

Co.,  1915. 
Hitchcock.     "The  Louisiana  Purchase."     Ginn  &  Co.,  1903. 
McMuRRY.     "Pioneers  of   the   Mississippi  Valley."     Macmillan   Co., 

1908. 
"Old  South  Leaflets."    Directors  of  the  Old  South  Work,  Old  South 

Meeting  House,  Boston,  Mass. 
Wilson.     "A  History  of  the  American  People."    Harper  &  Co.,  1902. 

Ill 

Reference  Books  for  the  Use  of  the  Teacher 
Becker.     "Beginnings  of  the  American  People."     Houghton  Mifflin 
Co.,  1915. 
(Vol.  I  of  The  Riverside  History  of  the  United  States  in  Four 
Volumes.) 


Bibliography  271 

Dearborn.    "  How  to  Learn  Easily."    Little,  Brown  &  Co.,  1916.    ^ 

Earhart.  "Teaching  Children  How  to  Study."  Houghton  Miffin 
Co.,  1909. 

Earhart.     "Types  of  Teaching."    Houghton  Mifflin  Co.,  1915. 

Hall-Quest.     "Supervised  Study."     Macmillan  Co.,  1916. 

Johnson.     "Teaching  of  History."    Macmillan  Co.,  1915. 

KiTSON.    "  How  to  Use  Your  Mmd."     Lippincott  Co.,  191 7. 

McMuRRY.  "How  to  Study  and  Teaching  How  to  Study."  Houghton 
Mifflin  Co.,  1909. 

McMuRRY.  "Elementary  School  Standards."  Houghton  Mifflin  Co., 
1913- 

Whipple.  "How  to  Study  Effectively."  School  and  Home  Educa- 
tion, Bloomington,  111.,  January,  February,  April,  1916. 


INDEX 


Achievement,  recognition  of,  208 
Acts,  navigation,  131 
Act,  Stamp,  131 
Adams,  John,  133 
Adams,  Samuel,  133 
Aim,  teacher's,  203 
Alaska,  purchase  of,  24 
Alfred,  the  Great,  62 
America,  colonization  of,  15 

discovery  of,  76,  81,  82 

events  leading  to  discovery,  15 

exploration  of,  85,  86 
Armada,  Spanish,  126 
Articles,  magazine,  13,  81,  91,  176,  224 

newspaper,  13,  91 

read  to  pupils,  217,  218 
Assembly,  colonial,  in  Virginia,   19,   122, 

123 
Assignment  {see  also  each  lesson  outlined) 

average,  5,  12,  13,  48,  118,  222 

cooperative,  5,  213,  218,  219,  230 

for  home  study,  51,  52 

maximum,  5,  12,  13,  48,  75,  103,  116, 
118,  119,  125,  189 

minimum,  5,  12,  13,  48,  58,  239 

nature  of  the,  12,  257,  261,  265 

notebook,  29,  30 

study  of  the,  12,  13 
Assistance,  writs  of,  131 
Aztecs,  84 

Balboa,  89 
Banks,  25,  207 
Bibliography,  13 
Bill,  Kansas-Nebraska,  187 
"  Fersijnal  Liberty,"  187 
Boundaries,  disputes  over,  2i 
Boynton,  Prank  D.,  244 
Bull  Run,  battle  of,  22 
Bunker  Hill,  battle  of,  134 
Burke,  Edmund,  133 


Cabinet,  Washington's,  21 

Cabot,  John  and  Sebastian,  17,  79,  82-84 

Cahfornia,  admission  of,  186 

Capital,  of  U.  S.,  21 

"Carpet  Baggers,"  23 

Cartier,  Jacques,  88 

Cession,  Mexican,  24 

Spanish,  24 
Chairman,  pupil  as,  157,  158,  263 
Chaldeans,  16,  48,  54-56 
Champlain,  Samuel  de,  89 
Character,  development  of,  138 
Charta,  Magna,  18,  106,  109 
Chart,  record,  72 
Charter,  of  1606,  no 

Henry  I,  18 

Richard  I,  18 

William  the  Conqueror,  18, 105 
Charts,  261 
Citizenship,  96 

meaning  of,  59 

means  of  teaching,  134 
Civics^  community,  18,  145,  164,  167-168 
Civilization,  development  of,  97,  206 

early  leaders  of,  16,  17 
Collections,  exhibition  of,  81 
Colonies,  charter,  19 

government  of,  19 

proprietary,  19 
Colonies,  revolution  of,  15 

royal,  19 
Columbus,  17,  79,  82-84 
Commerce,  interstate,  24,  25,  207 
Committees,  of  pupils,  69 
Communication,  methods  of,  23,  207,  208 
Compact,  Mayflower,  19,  122,  123 
Company,  London,  no,  ni,  115,  117 

Plymouth,  no,  in 
Compromise,  Missouri,  170,  181,  182 

of  1850,  186-187 
Conductor,  pupil  as,  77,  192 


273 


274 


Index 


Confederation,  Articles  of,  ig,  141 
Confederation,  New  England,  19,  122,  123, 

125 

Congress,  149 

Constitutional,  weakness  of,  19 
Conquest,  Norman,  105 
Constantinople,  fall  of,  17,  75 
Constitution,  of  U.  S.,  141 

adoption  of,  21 

amendments  to,  23 

how  to  study  the,  153-1S4.  243 

making  the,  15,  21,   146,   150-153,  157, 
162 

preamble  to,  155 

provision  concerning  slavery,  177 

ratification  of,  21,  154-155 
Convention,  Albany,  19,  124,  125 
Cooperation,  137,  259 
Cornwallis,  Lord,  20,  140 
Correspondence,  committees  of,  19 
Cortez,  84 
Cotton-gin,  177 
Counselor,  teacher  as,  1 1 
Crayons,  colored,  83,  103 
Crusades,  efiect  on  commerce,  74 

need  of,  70,  71 

results  of,  17 
Current  events,  18,  140,  145 

as  source  of  information,  170 

correlation  with  history,  207-208,  233 

filing  cUppings  on,  168,  169,  207,  208 

how  to  create  an  interest  in,  165 

how  to  systematize  the  study  of,   167, 
168,  169 

lesson  on,  172,  173 

need  for  teaching,  164 

pupil  as  secretary,  169,  173 

reports  upon,  171,  241-243 

Da  Gama,  78 

Danish  West  Indies,  purchase  of,  24,  241 

"Dark  Ages,"  17,  67-69 

Data,  collection  of,  85,  129 

organization  of,  85-88,  129,  215,  216 
Dates,  in  history,  88,  89 
Debate,  topic  for,  91 
Defenders,  of  American  cause,  20 
De  Leon,  Ponce,  89 
De  Soto,  88 
Diaz,  78 


Dictionaries,  use  of,  153 
Difference,  individual,  2,  3,  33 
Difficulties,  trade,  21 
Distribution,  normal,  57 
Doctrine,  Monroe,  24 
Drake,  Sir  Francis,  188 
Dutch,  the,  18 

Ear  hart,  Lida  B.,  28 

EfiSciency,  social,  96 

Egyptians,  16,  43,  45-47,  S3 

Emulation,  162 

English,  17,  18 

Ericsson,  John,  191 

Errors,  correction  of,  147 

Events,  association  of  present  and  past, 

174 
Expansion,  territorial,  of  U.  S.,  16,  236 
Expedition,  Lewis  and  Clark,  239 
Explorers,  Dutch,  86,  88,  91 

English,  86,  88,  91 

French,  86,  88,  91 

Spanish,  86,  88,  91 
Exposition,  by  teacher,  68,  69 
Expression,  self,  254 

Factors,  of  study,  28 

Facts,  knowledge  of,  253,  254 

power  to  recall,  255 
Feudal  system,  62 
"Fleece,  the  Golden,"  55 
Florida,  purchase  of,  24 
France,  aid  from,  20 
FrankUn,  Benjamin,  133 
French,  the,  18 
Friendliness,  35 
Frobisher,  88 

Gadsden  Purchase,  24 
Games,  Olympic,  60 
Garrison,  William  Lloyd,  185 
Genet,  "Citizen,"  21,  175 
Genoa,  77 

George  III,  attitude  of,  20 
Germans,  17,  67,  68 
Gettysburg,  22 
Gilbert,  Sir  Humphrey,  88 
Government,  development  of  democratic, 
206 
need  of  stronger,  21,  146 


Index 


275 


Government,  self,  log,  122,  127 
starting  the  new,  15,  162 
steps  toward  self,  19 
Grade  {see  also  each  lesson  outlined) 
Seven  A,  14,  95,  97,  98,  102,  108,  113, 

121,  128,  135,  141,  206,  259 
Seven  B,  14,  37,  45,  52,  58,  76,  78,  82, 

86,  92,  206,  257 
Eight  A,  14,  205,  206,  208,  209,  211,  217, 

223,  228,  236,  241,  247,  248,  264 
Eight  B,  145,  146,  152,  157,  177,   1S3, 
190,  206,  207,  262 
Grant,  Ulysses  S.,  197,  198,  263 
Greeks,  the,  16,  55,  56,  57,  58,  59,  60,  61,  66 
Group  {see  also  each  lesson  outlined) 
average,  12,  13,  44,  50,  57,  59,  95,  191, 

238 
inferior,  12,  13,  44,  50,  57,  59,  95,  191, 

227,  229,  238 
superior,  12,  13,  44,  50,  59,  95,  191,  238 
Guide,  teacher  as,  1 1 

Hakluyt,  Richard,  ij6 

Hall-Quesl,  Alfred  L.,  1-9,  10,  12 

Hamilton,  Alexander,  21,  247 

Hebrews,  16,  48,  53,  54 

Henry  I,  Charter  of,  18 

Henry,  Patrick,  133 

History,  dawn  of,  15,  16 

How  to  study,  instruction  in,  4,  5,  34,  37, 

41-44.  53.  54 
Hudson,  Henry,  89 
Hudson  River,  20,  135 
Huguenots,  the,  88 

Ideas,  power  to  apply,  255 

power  to  organize,  255 
Imagination,  81 
Impressions,  correction  of  false,  84 

erroneous,  112 
Inauguration,  Washington's,  162 
Incas,  of  Peru,  84 
Independence,  Declaration  of,  20 
Independence  Hall,  150 
Infjividuality,  253 
Information,  power  to  gain,  255 

source  of,  64,  65,  72 
Initiative,  4,  46,  64,  gi,  204,  255 
Instruction,  Units  of,  6,  8,  15-25,  35,  76, 
91-92,  95,  97,  126,  141,  145,  176-189, 


195,  201,  203,  204,  20s,  206,  211,  222, 
223,  228,  230-231,  232,  236,  240,  241, 
248 

Interests,  varying,  $$,  34 

Interrogator,  11 

Issues,  important  national,  16,  24,  25 

Jamestown,  Va.,  89,  117 

Joffre,  General,  173 

Jvhnson,  Henry,  iio-iii 

Judges,  pupils  as,  46,  71,  72,  147,  192,  263 

Judgment,  check  upon  pupils',  245 

development  of,  87 

independent,  53,  103 

need  of,  253 

power  to  use,  255 

Key,  Francis  Scott,  176 

Kosciusko,  140 

Ku  Klux  Klan,  23,  206 

Lafayette,  Marquis  de,  140 

Law,  fugitive  slave,  187 

Leaflets,  Old  South,  81 

Lee,  Robert  E.,  22,  197,  198,  263 

Lesson,  how  to  determine  type  of,  90-91 

Lesson,  type  of, 

appreciation,  172-177 

deductive,    58-62,    71-76,    86-92,    121- 

125,  152-156 

drill  {see  habituation) 
examination,  8,  249-255 

analysis  of  questions  in,  252-255 

general  statement  concerning,  250 

purpose  of,  251 

rating  of,  252 

when  to  give  an,  251 
expository,    67-70,    loi,    102-106,    120, 

126,  183-188,  236-241 
habituation,  108-112,  241-248 

how  to  study,  52-57,  82-85,  86-92,  177- 

182,  211-217,  223-227 
inductive,  98-101,  217-222,  228-232 
inductive,  and  how  to  study,  37-44,  45- 

52,  128-134 
preview,  inspirational,  33-36,  145,  204- 

210 
red  letter  day  {sec  "program"),  62,  63- 

66,67,91,121,  141,  176,  196-198,  233, 

263 


276 


Index 


Lesson,  review,  63-66,  121-125,  157 
socialized,  7,  8,  76-82,  135-141 
socialized  and  inductive,  146-152,  190- 

195 
Lexington,  battle  of,  134 
Liberty,  English  struggle  for,  102-107 
Library,  13,  263 

Lincoln,  Abraham,  23,  193,  194,  263 
Longfellow,  Henry  Wadsworth,  80 
Louisiana,  purchase  of,  239 

McMurry,  Frank  M.,  28 

Magazines,  13,  164,  166,  170,  209,  263 

Maps,  36,  81,  83,  III,  113,  114 

study  of,  54 

use  of,  58,  134,  138,  185,  237,  238,  240 
Mason  and  Slidell,  22 
Massachusetts,  Colony  of,  19,  120 
Material,  source,  13,  81,  107,  117,  118,  119 

illustrative,  36 
"Middle  Ages,"  69 
"Monitor  and  Merrimac,"  the,   22,   190, 

191 
Morris,  Robert,  133 

Nation,  development  of,  206 

eastern,  of  ancient  times,  16 

European,  claims  of,  91 

in  new  world,  18 
Natives,  of  America,  18,  91,  92 
Newspapers,  13,  164,  209,  263 
New  York,  colony  of,  19,  120 
Northmen,  17,  79,  82,  83 
Notebooks,  assignment,  51,  52,  53 

extract  from,  234,  235 

use  of,  158 

Oath,  Athenian,  59,  60 

Odysseus,  55 

Opinion,  pupil's  right  to  his  own,  48 

Order,  chronological,  122 

Ordinance  "of  1787,"  147 

Otis,  James,  133 

Outhnes,  character  of,  231 
cooperative,  87,  89,  161,  228 
preparation  of,  159,  219,  220,  221 

Papers,  the  "X.  Y.  Z.,"  22 
ParUament,  first  representative,  18,  io6 
regular,  18,  106 


Pennsylvania,  Colony  of,  19,  120 

Period,  critical  in  American  history,  15,  21 

length  of,  37,  38,  so 

study,  262 
Periods,  three  great,  of  history,  17 
Persians,  16,  48,  53,  54,  56 
Phoenicians,  16,  48,  53,  54 
Pictures,  36,  81,  176 

as  illustrative  material,  234 

collection  of,  i6o,  217 

use  of,  134 
Pitt,  William,  133 
Pizarro,  84 
Polo,  Marco,  17,  75 
Power,  estimate  of,  230 

of  pupils,  96,  98,  233 

test  of,  254 
Presiding  officer,  work  of,  68 
Preview,  inspirational,  33-36,  93 

errors  to  be  avoided,  36 

method  of  conducting,  35 

nature  of,  34,  204,  205 

need  for,  s^ 

purpose  of,  33 

result  of,  209 
Problem,  statement  of,  40,  41 

the  pupils',  40,  45,  47,  55,  59,  74,  79,  8s, 
87,  loo,  104,  108,  115,  129,  138,  150, 
153.  154.  174,  179.  203,  214,  219,  224, 
237 
Program,  259,  262,  266,  267 

collection  of  data  for,  196 

given  in  Washington  Junior  High  School, 
Rochester,  N.  Y.,  197-198 

nature  of,  13,  14 

"Red  letter  day,"  63-66 
Proclamation,  emancipation,  22,  193-195 
Proviso,  Wiknot,  186 
Pupils,  types  of,  33,  34 

Question,  the  slavery,  15,  22 
Questions,    advantage   to   pupil    in    pre- 
paring, 71,  73,  183,  184,  247,  260 

Raleigh,  Sir  Walter,  88 
Railroad,  "underground,"  187 
Reading,  collateral,  152,  156,  216,  226,  227, 
240 

collateral,  choice  of,  132 

how  to  encourage,  118,  119 


Index 


277 


Reading,  interest  in,  132,  133 

love  for,  104 

provision  for,  120 

record  of,  104,  iig,  160 

report  upon,  153 

suggestions  for,  106 

supplementary,  44 
Reason,  pupils'  ability  to,  254,  255 
Rebellions,  among  States,  21 
Rebellion,  Shays's,  147 
Recitation,  socialized,  7,  8,  62,  120,  247, 
248,  259,  260,  261,  263,  265,  266 

the  unit  of  {see  also  each   lesson   out- 
Uned),  8,  10-13,  16-25 
Record  keeper,  pupil  as,  46 
Reconstruction,  after  the  Civil  War,   15, 

23,  211 
Recorder,  pupil  as,  242 
Reference,  books,  use  of,  47 

selection  of,  by  pupils,  79,  123,  214,  219 
Reform,  Civil  Service,  24 
"Renaissance,"  the,  17,  69,  75 
Representatives,  House  of,  149 

pupils  as,  147 
Research,  264 
Responsiveness,  35 
Review,  benefits  of,  40,  258,  262 

how  to  review,  96,  97 

methods  of,  11,  38-39,  45-47,  53-55.  58- 
59.  63-65,  67-68,  71-73,  76-78,  82-84, 
86-88,  98-99,  102-103,  108-110,  113- 
114,  122-123,  128-129,  135-138,  146- 
149.  153.  157-158,  173-174.  177-178, 
183-184,  190-193,  211-213,  217-218, 
223-224,  228-230,  236-237,  241-243 

purpose  of,  1 1 

"rapid  fire,"  183,  184 

socialized,  135-138,  146-149 

time  for,  11,12 
Revolution  of  English  colonists, 

causes  of,  131-133 

leaders,  20 
Revolution,  French,  174,  175 
Richard  I,  charter  of,  18 
Rights,  bill  of,  18,  122 

petition  of,  18,  106,  109,  123 
Rochester,  N.  Y.,  5,  6,   15,  37,  135,  197, 

257 
Romans,  17,  61,  62,  66,  67,  69 
Rules,  Parliamentary,  136,  157 


Schedule,  daily  lesson 

explanation  of,  26 

sample  sheets,  28,  29,  30 

time,  37,  45,  52,  58,  63,  67,  71,  76,  82, 
86,  98,  102,  108,  113,  121,  128,  135, 
146,  152,  157,  172,  177,  183,  190,  211, 
217,  223,  228,  236,  241 
Score-keeper,  pupil  as,  71,  72 
Scott,  Dred,  187 
Secession,  ordinances  of,  205 
Secretary,  pupil  as,  184 
Self-control,  265 
Self-poise,  265 
Senate,  U.  S.,  149 
Sketches,  biographical,  133 
Slavery,  development  of,  206 

introduction  of,  into  Virginia,  177 

question  of,  177,  193,  194 
South,  "the  New,"  23,  218-221 
South  Carolina,  secession  of,  187 
Spanish,  the,  18 
Star  Spangled  Banner,  176 
Statement,  worth  of,  in  texts,  115 
Steuben,  Baron,  140 
Study,  course  of, 

evaluation  of,  16,  34,  35,  64,  95-97 

minimum  essentials,  13,  18 
Study,  home,  50,  51,  263,  266 
Study,   how   to,   instruction    in   {see  also 
how  to  study  lessons),  129-131,  179, 
181 
Study  period,  teacher's  responsibility,  49, 

SO 
Subject  matter,  character  of  for  a  Seven  A 
grade,  97 

evaluation  of  for  an  Eight  A  grade,  203 
Supervised  study, 

benefits  derived  from,  6,  7 

Hall-Quest,  on,  1-9,  10,  12 

instruction  in,  204,  255 

methods  of,  95,  loi 

pupils'  opinions  concerning,  257-267 
System,  the  Spoils,  24 

Tariff,  24,  207,  241-248 

Teams,  organization  of  class  into,  208 

work  of,  08 
Territory,  the  Northwest,  24,  147,  236 

Oregon,  24 
Texas,  annexation  of,  24 


278 


Index 


Textbooks,  use  of,  8,  40,  41,  44,  95 
Thinking,  independent,  96,  112 

purposive,  11,  46,  243 
Thought,  pupils'  ability  to  interpret,  254 
Time  {sec  also  each  lesson  outlined), 

clement  of,  in  history,  88 

how  to  give  pupils  conception  of,  69,  70 

pupil  as  time-keeper,  157,  158,  184,  192, 
212,  258 
Transportation,  23,  207,  208 

by  land,  23,  232 

by  water,  23,  225,  228-232 

influence  of,  16,  223-227 

modern  methods,  230 
Treaty,  Jay's,  22 
Troubles,  money,  21 
Troy,  siege  of,  55 
Trusts,  25,  207,  208 

"Uncle  Tom's  Cabin,"  187 
Union,  steps  toward,  21 

Valley  Forge,  Washington  at,  138,  139 
Venice,  77 


Verification,  56,  60,  81,  85,  86,  90,  loi, 
112,  125,  139,  140,  151,  152,  162,  176, 
182,  187,  195,  216,  222,  227,  240, 
246 

Vespucci,  Amerigo,  17,  79,  82,  83 

Virginia,  Colony  of,  19,  120 

War,  the  Civil,  15,  22,  23,  189,  190-194, 
196-198,  201,  205 

French  and  Indian,  124,  126,  127 

of  1812,  21,  22 

Mexican,  185 

Spanish-American,  241 
Wars,  intercolonial,  15,  19,  20,  125,  126 
Washington,  Booker  T.,  222 
Washington,  inauguration  of,  21 
Washington  Junior  High  School,  Rochester, 

N.  Y.,  IS,  37.  13s,  197.  257 
Wheelwright,  136 
Whipple,  Guy  M.,  28 
William  the  Conqueror,  18,  103,  105,  109 


Yorktown,  siege  of,  140 


Printed  in  the  United  States  of  America. 


^  I  'HE  following  pages  contain  advertisements  of  a 
few  of  the  Macmillan  books  on  kindred  subjects. 


AMERICAN  HISTORY 

BOOKS   FOR   READING   AND    REFERENCE 


I.     ON  .\LL  TOPICS 

Beard  and  Bagley :     THE  HISTORY  OF  THE  AMERICAN 

PEOPLE $1.20 

A  true  story  of  the  growth  of  the  American  nation  in 
which  is  forcefully  and  clearly  revealed  the  struggles  that 
have  been  endured,  the  advancement  that  has  been  made, 
and  the  ideals  for  which  we  strive.  A  history  for  grammar 
grades  and  junior  high  schools. 

Elson:     HISTORY   OF   THE   UNITED   STATES       .         .1.80 
A  readable  narrative  and  an  excellent  reference  book. 

II.    ON  THE  EUROPEAN  BACKGROUND 

Wells:     HOW     THE     PRESENT     CAME     FROM     THE 
PAST 

Book  I.     Primitive  Life 56 

Book  II.     Oriental  Life  64 

New  and  attractive  books  on  the  beginnings  of  history, 
treated  from  the  most  modern  point  of  view  in  accordance 
with  modern  methods  of  teaching.  (For  fourth  and  fifth 
grades.) 

Reynolds:     HOW   MAN   CONQUERED   NATURE    .         .      .48 

A  cross-section  of  history  that  treats  a  phase  often  neg- 
lected ;  the  story  of  man's  conquest  and  utilization  of  his 
natural  environment.     (For  fifth  or  sixth  grade.) 

Best:     WORLD     FAMOUS     STORIES     IN     HISTORIC 
SETTING 

Egypt  and  Her  Neighbors 60 

Glorious  Greece  and  Imperial  Rome       .         .        .     .60 

The  Nations  of  Western  Europe 60 

Merry  England 60 

These  stories  are  a  delightful  weaving  together  of  fact, 
fable,  fiction,  and  legend  in  pic  lure?que  though  simple  style. 
They  give  a  perspective  to  the  study  of  American  history 
and  a  background  to  the  study  of  literature.  (For  sixth 
f)r  seventh  grade.) 

Coman  and  Kendall:    SHORT  HISTORY  OF  ENGLAND    i.io 
A  history  of  Fngland  for  elementary  schools  that  is  very 
valuable  in  furnishing  the  English  background  of  our  his- 
tory, both  in  early  and  recent  times.     (For  seventh  grade.) 


American  History   -  Continued: 

Nida:     THE     DAWN     OF     AMERICAN     HISTORY     IN 

EUROPE •    ^•^° 

This  readable  story  of  old-world  conditions  and  of  the  im- 
portant events  attending  the  discovery  and  colonization  of 
America  furnishes  the  proper  European  background  for  the 
study  of  American  history.  It  is  the  most  interestmg  and 
practical  of  such  text-books  for  the  sixth  grade. 

III.    ON  THE   PERIODS  OF   DISCOVERY  AND 
EXPLORATION 

Bemister:     INDIAN   LEGENDS  .         .         •         -         .48 

An  interesting,  sympathetic  book  of  Indian  life  and  folk- 
lore.    (For  fifth  or  sixth  grade.) 

Channing  and  Lansing:    THE  STORY  OF   THE   GREAT 
LAKES •         •    150 

An   important   part   of    our   liistory   gathered    into   one 
narrative. 
Dickson:     FROM    THE    OLD    WORLD    TO    THE   NEW      .50 
A   HUNDRED   YEARS    OF   WARFARE    .         •      -So 

Two  most  interesting  little  books  on  the  period  of  explora- 
tion and  settlement,  and  the  period  of  colonial  development. 

Dickson:     CAMP   AND   TRAIL    IN    EARLY    AMERICAN 
HISTORY 48 

Stories  of  the  discoverers  and  adventurers  who  came  first 
to  America,  and  of  the  settlers  who  began  the  building  of 
the  nation,  make  up  this  useful  volume. 

Hasbrouck:     LA  SALLE  (True  Stories  of  Great  Americans)      .50 

Johnson:     CAPTAIN     JOHN     SMITH    (True    Stories    of 
Great  Americans) 5° 

King:     DE   SOTO  AND  HIS  MEN  IN  THE  LAND    OF 
FLORIDA •    1.50 

A  well-told  story  of  a  typical  Spanish  explorer. 

Stapley:     CHRISTOPHER   COLUMBUS  (True   Stories   of 
Great  Americans) 5° 

IV.    ON  THE    COLONIAL   PERIOD 

Bruce:     DANIEL  BOONE  and  the  WILDERNESS  ROAD    1.50 

An  interesting  volume  for  reading  in  or  out  of  school. 
Dickson:     A   HUNDRED   YEARS   OF   WARFARE     .         ,      .50 


American  History  —  Continued: 

Dickson:     PIONEERS    AND    PATRIOTS   IN  AMERICAN 

HISTORY $.48 

These  stories  are  concerned  with  the  struggle  for  inde- 
pendence and  the  Rcvolutionarj'  War. 

Dudley:     BENJAMIN   FRANKLIN  (True  Stories  of  Great 
AMERICANS) 50 

Sullivan:     DANIEL     BOONE     (True     Stories     of     Great 

Americans)      .         .         .  .         .  .         .      .50 

Holland:     WILLIAM     PENN     (True     Stories     of     Great 
Americans)        .........      .50 

McElroy:     WORK   AND   PLAY   IN    COLONIAL   DAYS    .      .48 

In  this  Look  the  story  of  children's  life  in  colonial  days  is 
told  so  as  to  give  a  clear  and  simple  picture  of  that  period. 

Stockton:     STORIES   OF   THE   SPANISH   MAIN    .         .      .48 

Stirring  tales  of  the  days  when  the  seas  were  infested  with 
pirates. 

\.     ON  THE   NATIONAL   PERIOD 

Barnes:     YANKEE    SHIPS    AND   YANKEE    SAILORS      .      .50 

The  story  of  American  exploits  on  the  sea. 

Bryan:     SAM    HOUSTON    (True  Stories  of   Great  Ameri- 
cans)        . 50 

Coombs:     U.  S.  GRANT  (True  Stories  of  Great  Americans)  .50 

Crow:     LAFAYETTE  (True  Stories  of  Great  Americans)        .  .50 

Elson:     SIDE   LIGHTS    ON   AMERICAN   HISTORY 

Vol.  I.     The  National  Period  Before  the  Civil  War  .75 

Vol.  2.     The  Civil  War  and  Our  Own  Times    .        ,  .75 

One  of  the  most  justly  popular  supplementary  works  in 
history,  giving  a  detailed  and  unusually  fascinating  treat- 
ment of  a  succession  of  important  topics. 

Finley:     FROM   WASHINGTON   TO   WILSON         .         .      .28 

Washington's  rarewell  Addresses,  W'ebster's  First  Bunker 
Hill  Oration,  Selected  Addresses  of  Lincoln,  and  the  chief 
messages  and  addresses  of  Wilson. 

Fletcher:     OLD    SETTLER   TALES 48 

Stories  of  cirly  settlers  that  picture  very  vividly  frontier 
life. 

Oilman:     ROBERT     E.     LEE    (True     Stories     of     Great 
Americans)       .........      ,50 


American  History  -  Continued: 

Hall:     SELECT   ORATIONS $.28 

Including  46  American  orations  or  selections  from  them, 
mainly  of  a  historical  character  —  James  Otis  to  Theodore 
Roosevelt. 

Hallock:     IN   THOSE   DAYS 48 

How  children  lived  in  the  older  states  a  hundred  years 
ago  — •  really  true  stories. 

HeUer:     EARLY   AMERICAN    ORATIONS         .         .         .      .28 

From  Otis  to  Clay  —  20  orations. 

McConnell:     SOUTHERN    ORATORS 28 

Including  34  speeches  by  Southern  leaders  —  from  Patrick 
Henry  to  Henry  W.  Grady. 

Nida:     LETTERS   OF   POLLY   THE   PIONEER  -.50 

Polly  writes  to  her  relatives  and  friends  "  back  East "  in- 
teresting letters  of  her  life  on  the  frontier  and  the  prairie 
in  the  early  part  of  the  last  century. 

Rideing:     GEORGE    WASHINGTON     (True     Stories     of 
Great  Americans) 50 

Rolt-Wheeler :     THOMAS    A.   EDISON    (True    Stories    of 
Great  Americans) 5° 

Root:     NATHAN  HALE  (True  Stories  of  Great  Americans)      .50 

Scott:     HOW   THE  FLAG   BECAME    OLD    GLORY         .      .50 

The  history  of  the  American  flag,  supplemented  with  re- 
lated poems  by  well-known  authors. 

Sprague:     DAVY    CROCKETT     (True    Stories    of    Great 
Americans) 5° 

Sutcliflfe:     ROBERT   FULTON So 

Tooker:     JOHN   PAUL   JONES 5° 

Watson:      GOLDEN     DEEDS     ON     THE     FIELD     OF 
HONOR SO 

Stories  of  the  Civil  War  —  of  leaders  on  both  sides. 
Wheeler:     ABRAHAM   LINCOLN  (True  Stories  of  Great 
Americans) 50 


THE   MACMILLAN   COMPANY 

BOSTON  NEW  YORK  CHICAGO 

ATLANTA  SAN  FRANCISCO  DALLAS 


This  book  is  DUE  on  the  last  date  stamped  below 


DEC    15  1930 


Form  L-9-15m  11,'27 


16.2 

— Ri 


00± ■- 

cop.l      Ji:npso>i   - 

Supervised  study 
in  -iHier.  history. 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


AA    000  728  786    5 


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